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اثربخشی تدریس زبان فارسی مبتنی بر پویانمایی بر هوش هیجانی دانشآموزان دختر پایه ششم ابتدایی | ||
| مطالعات بین رشته ای در آموزش | ||
| مقاله 7، دوره 5، شماره 2 - شماره پیاپی 15، تیر 1405 اصل مقاله (746.82 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/ise.2025.18343.1227 | ||
| نویسندگان | ||
| زهرا کارگر شورکی1؛ حسین حسنی* 2؛ کاظم برزگر بفروئی3؛ زهره کرمی4 | ||
| 1کارشناس ارشد برنامه ریزی درسی، دانشگاه یزد، یزد، ایران | ||
| 2استادیار دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران. | ||
| 3دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران | ||
| 4استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: آموزش زبان فارسی مبتنی بر پویانمایی، از طریق ایجاد محیطی داستانی، جذاب و هیجانانگیز، زمینههای منحصربهفردی را برای تقویت هوش هیجانی دانشآموزان فراهم میکند. هدف اصلی این پژوهش، بررسی اثربخشی تدریس زبان فارسی مبتنی بر پویانمایی بر هوش هیجانی دانشآموزان دختر ششم ابتدایی در سال تحصیلی 1403 - 1402 بود. روشها: پژوهش حاضر با رویکرد کمی و از طریق طرح نیمهآزمایشی پیشآزمون-پسآزمون و پیگیری با گروه کنترل انجام شد. جامعه پژوهش شامل کلیه دانشآموزان دختر ششم ابتدایی شهر یزد (6957 نفر) بود. برای نمونهگیری، از روش نمونهگیری در دسترس استفاده شد. 60 نفر از دانشآموزان انتخاب شدند و به شیوه تصادفی در دو گروه 30 نفره آزمایش و کنترل قرار گرفتند. ابزار گردآوری دادهها، پرسشنامه هوش هیجانی شرینگ (1995) بود. بهمنظور تجزیهوتحلیل دادهها در این پژوهش از نرمافزار SPSS25 و در دو سطح توصیفی (میانگین و انحراف معیار) و استنباطی (تحلیل کوواریانس تک متغیره و تحلیل کوواریانس چندمتغیره) استفاده شد. یافتهها: یافتههای این پژوهش نشان داد که تدریس زبان فارسی مبتنی بر پویانمایی، بر افزایش هوش هیجانی (خودانگیزی، خودآگاهی، خودکنترلی، هوشیاری اجتماعی و مهارتهای اجتماعی) دانشآموزان دختر ششم ابتدایی، تأثیر مثبت و معناداری دارد. نتیجهگیری: ارائه پویانماییها در تدریس میتواند ابزار مؤثری برای تقویت هوش هیجانی باشد. با توجه به ارتباط بین هوش هیجانی و موفقیت تحصیلی، معلمان میتوانند از پویانمایی به عنوان ابزاری برای رشد و توسعه هوش هیجانی دانشآموزان استفاده کنند. | ||
| کلیدواژهها | ||
| تدریس؛ پویانمایی؛ پایه ششم ابتدایی؛ زبان فارسی؛ هوش هیجانی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Teaching Persian Language Based on Animation on the Emotional Intelligence of Sixth-Grade Female Elementary School Students | ||
| نویسندگان [English] | ||
| Zahrah Kargar Shouroki1؛ Hassani Hossain2؛ Kazem Barzegar Bafrooei3؛ Zohreh Karami4 | ||
| 1Master of Curriculum Development, Yazd University, Yazd, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran. | ||
| 3Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran | ||
| 4Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Introduction: Humans adopt different methods and approaches when faced with problems; some easily give up, while others can overcome them. In this context, the role of emotional intelligence is very important. Emotions are an inevitable reflection of a person's state. Understanding the importance of emotions and emotional powers in the quality of people's lives has led to significant attention being paid to emotional intelligence in recent decades (Dhani & Sharma, 2016). Emotional intelligence is a term popularized by American psychologist Daniel Goleman, and it refers to the ability to recognize, understand, and manage one's own emotions (Açikgöz & Latha, 2020; Davaei et al., 2022). This term refers to a set of competencies that includes self-awareness, self-regulation, empathy, and the ability to connect with others (Shaik et al., 2021). Children's education should not be limited solely to the development of knowledge, but should also focus on their emotional development; this is because an overemphasis on aspects of rational intelligence, without regard to children's feelings, will have a negative impact on their emotional development. Given the importance of education in developing emotional intelligence skills, and the studies conducted, the hypothesis is that the use of animation-based education can have an impact on people's emotional intelligence because it can serve as a powerful medium for conveying complex emotional concepts. Persian language education based on animation provides unique opportunities to enhance students' emotional intelligence by creating a narrative, engaging, and exciting environment. The main purpose of this research was to investigate the effectiveness of teaching Persian language based on animation on the emotional intelligence of sixth-grade female students in the academic year 2023-2024. Methods and Data: The present research is quantitative and was conducted using a quasi-experimental pre-test/post-test design with a control group. The research population consisted of all 6957 sixth-grade female students in the city of Yazd. In this study, convenience sampling was used for sampling, and 60 students were selected as the research sample and randomly and equally assigned to two groups, experimental and control. The research instrument was the Schering Emotional Intelligence Scale (1995). Also, the reliability of the Schering Emotional Intelligence Scale was calculated by Amiri and Partabian (2016) using Cronbach's alpha method as 0.846, and its content validity was confirmed. Its face validity was confirmed using expert opinions, and a reliability of 0.89 was obtained using Cronbach's alpha. In the present study, the reliability of this questionnaire was obtained using Cronbach's alpha coefficient, 0.87. In order to conduct the research, while obtaining permission from the university to carry out the intervention and coordinating with the Education Department of Yazd, sampling was performed, and students were divided into two groups of 30 people. Then, a pre-test was taken from both groups, and from the next day, in order to carry out the research, the experimental group students underwent 14 sessions of 45-minute educational interventions in Persian language based on educational animation displays, and the control group learned these topics in the traditional teaching method. The content of the educational intervention sessions was based on theoretical foundations and the approval of experts in educational sciences and educational technology. In designing the educational intervention sessions, in addition to brainstorming with academic experts in the field of educational sciences, the viewpoints of a computer science specialist and visual and auditory media specialist, an information and communication technology specialist in teaching, and an expert in the field of educational theater and drama were used. At the end of the training sessions, a post-test was taken from both groups. In order to analyze the data in this study, SPSS25 software was used at two levels: descriptive (mean and standard deviation) and inferential (ANCOVA and MANCOVA). Findings: The research hypothesis was that animation-based instruction has an impact on the emotional intelligence of sixth-grade female students. To examine the normality of the distribution of emotional intelligence scores and its components, the Shapiro-Wilk test was used, and the results showed that the emotional intelligence score and all its components have a normal distribution. To examine the assumption of homogeneity of variances, Levene's test was used, and the results showed that the scores related to emotional intelligence and all its components have equal variances in the two groups. The results of examining the assumption of homogeneity of regression slopes also showed that the assumption of homogeneity of regression slopes is confirmed for the total emotional intelligence score and its components. Therefore, all the necessary and essential prerequisites for conducting univariate and multivariate analysis of covariance have been met, and as a result, the data have the ability to run these tests in order to examine the research hypothesis. The results of one-way analysis of covariance in the MANCOVA framework for emotional intelligence components and one-way analysis of covariance for the total emotional intelligence score showed that the total emotional intelligence score and all its related components have a significant difference in the two experimental and control groups due to the error level being less than 5%. According to the eta coefficient, the self-motivation component causes an effect and difference of 46%; the self-awareness component causes an effect and difference of 52%; the self-control component causes an effect and difference of 62%; the social awareness component causes an effect and difference of 22%; the social skills component causes an effect and difference of 20%; and the total emotional intelligence score causes an effect and difference of 65%. The results of the Bonferroni test also showed that there is a significant difference between the two experimental and control groups in terms of the components of self-motivation, self-awareness, self-control, social awareness, social skills, and the total emotional intelligence score; in a way that the post-test mean of these components and the total score in the experimental group was significantly higher than the control group. In general, the findings of this research showed that Persian language instruction based on animation has a positive and significant effect on increasing the emotional intelligence (self-motivation, self-awareness, self-control, social awareness, and social skills) of sixth-grade female students. Discussion and Conclusion: The aim of the present study was to determine the effectiveness of Persian language instruction based on animation on the emotional intelligence of sixth-grade female students. The research hypothesis was that animation-based instruction has an impact on the emotional intelligence of sixth-grade female students. According to the research findings, it can be concluded that animation-based instruction has a positive and significant effect on increasing self-motivation, self-awareness, self-control, awareness, and social skills of sixth-grade female students. The results of this study are directly and indirectly consistent with some studies (Saeedi et al., 2021; Kiarasi et al., 2020; Rashid et al, 2024; Hadijah, 2024; Azid et al., 2023; Melati et al., 2023; Mills & Unsworth, 2018 and...). The findings of this study indicate that animation-based instruction, by using moving images, sounds, and engaging stories, not only increases students' attention and motivation to learn Persian, but also helps to strengthen their emotional intelligence by displaying emotions, social interactions, and emotional situations in the form of stories. Students improve their self-awareness, self-control, and social relationship skills by empathizing with characters, identifying emotions, understanding others' perspectives, and learning to express emotions effectively. Overall, it can be said that providing animations in teaching can be an effective tool for strengthening emotional intelligence. Considering the relationship between emotional intelligence and academic success, teachers can use animation as a tool for the growth and development of students' emotional intelligence. | ||
| کلیدواژهها [English] | ||
| Animation, emotional intelligence, Persian language, sixth grade, teaching | ||
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