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تأثیر رویکرد یادگیری معکوس در کلاس مجازی علوم بر درگیری تحصیلی دانشآموزان پایه ششم ابتدایی در دوره کرونا | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 9، دوره 13، شماره 2 - شماره پیاپی 39، مرداد 1403، صفحه 135-150 اصل مقاله (492.48 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.13206.3853 | ||
| نویسندگان | ||
| پروین احمدی* 1؛ مریم بناهان2؛ منصوره علی خانی2 | ||
| 1گروه مدیریت و برنامه ریزی آموزشی - دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا | ||
| 2گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا (س)، تهران، ایران | ||
| چکیده | ||
| پژوهش باهدف تأثیر رویکرد یادگیری معکوس در کلاس مجازی علوم بر درگیری تحصیلی دانشآموزان دوره ابتدایی انجام شده است. نوع,پژوهش، کاربردی، رویکرد کمی و به روش نیمه آزمایشی با طرح پیشآزمون ـ پسآزمون با گروه گواه (کنترل) است. جامعه آماری، کلیه دانشآموزان دختر دوره ابتدایی در سال تحصیلی 1400-1399 در منطقه پانزده تهران بودند. حجم نمونه پژوهش متشکل از 30 نفر دانشآموز کلاس ششم ابتدایی در منطقه پانزده تهران بود که با استفاده از روش نمونهگیری در دسترس انتخاب شدند. از میان آنها 15 نفر به گروه آزمایش و 15 نفر به گروه کنترل تخصیص یافتند. به دلیل شیوع بیماری کووید19 آموزش در فضای مجازی صورت گرفت. در این پژوهش، فایل آموزشی مباحث منتخب درس علوم تجربی در اختیار گروه آزمایش قرار گرفت و آنها در خانه به یادگیری مبحث تغییر وسایل ارتباط شخصی از گذشته تا آینده درس علوم تجربی پرداختند. فایل شامل مبحث درس علوم در نه جلسه بود. گروه گواه فایل آموزشی دریافت نکردند. همچنین، در این پژوهش، برای جمعآوری اطلاعات از پرسشنامه درگیری تحصیلی شوفیلی و همکاران (۲۰۰2) استفاده شد. پایایی کل پرسشنامه از طریق ضریب آلفای کرونباخ برابر با 0.79 و برای مؤلفه توانمندی برابر با 0.82، برای مؤلفه تعهد 0.72 و برای مؤلفه جذب برابر با 0.79 به دست آمد. از تحلیل کوواریانس تک متغیره و چندمتغیره استفاده شد. نتایج نشان داد استفاده از رویکرد یادگیری معکوس در کلاس مجازی علوم بر درگیری تحصیلی (توانمندی، تعهد و جذب) دانشآموزان دوره ابتدایی تأثیر دارد. | ||
| کلیدواژهها | ||
| دانشآموزان دوره ابتدایی؛ درگیری تحصیلی؛ یادگیری مجازی؛ یادگیری معکوس | ||
| عنوان مقاله [English] | ||
| The effect of the flipped learning approach in virtual classes on the academic engagement of the sixth-grade students in the Corona period | ||
| نویسندگان [English] | ||
| پروین Ahmadi1؛ Maryam Banahan2؛ Mansoreh Alikhani2 | ||
| 1Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran | ||
| 2Department of Educational Administration and Planning, Faculty of Education and Psychology, Alzahra University, Tehran, Iran | ||
| چکیده [English] | ||
| The aim of this study was to investigate the effect of the filliped learning approach in the virtual class on the academic engagement of the sixth - grade students. The statistical population of the study was female elementary school students in the academic year 1300-1400 in the 15th district of Tehran. The sample size of this study consists of 30 sixth grade students in the 15th district of Tehran province which was available. 15 of them were randomly assigned to the experimental group and 15 to the control group. Due to the prevalence of Covid 19 disease, education was conducted in cyberspace. In this study, the educational file of the selected topics of the experimental science course was provided to the experimental group and they learned the topic of changing the means of personal communication from the past to the future of the experimental science course at home. The control group did not receive any teaching. The study also uses the Shuffle and Becker (2002) Academic engagement Questionnaire to collect information. Multivariate analysis (MANCOVA) were used to analyze pre-test and post-test data. The results showed that the filliped learning in the virtual learning has an effect on academic engagement . | ||
| کلیدواژهها [English] | ||
| academic engagement, covid 19, elementary students, elementary science, flipped learning, virtual learning | ||
| مراجع | ||
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