جامعه شناسی آموزش و پرورش

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بررسی اثربخشی روش تدریس معکوس بر سواد اطلاعاتی و اشتیاق تحصیلی دانش‌آموزان دختر مقطع متوسطه دوم

نوع مقاله : مستخرج از رساله

نویسندگان

1 دانشجوی دکتری گروه روان شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران،

2 استادیار گروه روان شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

3 ستادیار گروه روان شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران،

4 استاد گروه روان شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

10.22034/ijes.2022.542672.1194

چکیده

هدف: هدف پژوهش حاضر بررسی اثربخشی روش تدریس معکوس بر سواد اطلاعاتی و اشتیاق تحصیلی دانش‌آموزان دختر مقطع متوسطه دوم بود.
روش شناسی: پژوهش حاضر از نظر هدف کاربردی و از نظر شیوه اجرا نیمه آزمایشی با گروه پیش آزمون-پس آزمون و پیگیری یک ماهه با گروه کنترل بودند. جامعه آماری شامل کلیه دانش‌آموزان دختر دوره متوسطه دوم شهر اهواز در سال تحصیلی 99-1398 بودند که نمونه‌ای 50 نفره به صورت هدفمند انتخاب و سپس به صورت تصادفی در دو گروه آزمایش و کنترل (هر گروه 25 نفر) گمارده شدند. ابزار اندازه­گیری پژوهش پرسشنامه سواد اطلاعاتی تریلز (2007) و مقیاس اشتیاق تحصیلی فردریکز و همکاران(2004) بود. به گروه آزمایش 8 جلسه 70 دقیقه‌ای آموزش روش تدریس معکوس برگمن و سمز (2014) ارائه شد و گروه کنترل هیچ گونه مداخله‌ای دریافت نکردند برای تجزیه و تحلیل داده‌ها نیز از روش‌های آماری استنباطی (تحلیل اندازه‌گیری‌های مکرر و آزمون تعقیبی بنفرونی) با نرم افزار Spss24 استفاده شد.  
یافته‌ها: نتایج نشان داد که روش تدریس معکوس بر سواد اطلاعاتی و اشتیاق تحصیلی دانش‌آموزان گروه آزمایش نسبت به گروه کنترل به طور معناداری باعث افزایش نمرات آنان شد و این اثر تا دوره پیگیری یک ماهه ادامه داشت (05/0>P).
بحث و نتیجه گیری: بر اساس یافته ها می‌توان نتیجه گرفت روش آموزش کلاس معکوس باعث افزایش اشتیاق تحصیلی و سواد اطلاعاتی در دانش‌آموزان متوسطه (دوم) می‌شود و از این رو، برنامه‌ریزان نظام آموزشی باید با معرفی و تشریح بیشتر این روش زمینه استفاده بیشتر معلمان در فرایند یاددهی- یادگیری را فراهم کنند.   
 

کلیدواژه‌ها

عنوان مقاله [English]

Evaluation of the Effectiveness of Flipped Classroom Method on Information literacy and Academic Motivation of Female High School Students

نویسندگان [English]

  • Fatemeh Razm 1
  • Fariba Hafezi 2
  • Fatemeh Sadat Marashian 3
  • Farah Naderi 4
  • Zahra Dashtbozorgi 2

1 PhD Student, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

2 Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

3 Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

4 Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

چکیده [English]

Purpose: The academic performance of students is the result of several factors that can affect their academic progress. One of the important issues related to the academic performance of students is academic enthusiasm. In fact, academic enthusiasm provides a basis for the student to enjoy education more and to increase his desire to go to school. Academic enthusiasm is usually used as a motivational structure that reflects the learner's commitment to education. Enthusiasm is an immediate state that includes emotional-motivational aspects and is focused on a specific subject or object or a specific person or behavior. Also, academic enthusiasm is a multidimensional construct. Its cognitive dimension implies the amount of student investment in learning activities such as self-direction and the desire to apply effort in academic affairs and use learning strategies. The aim of this study was to investigate the effectiveness of flipped classroom method on information literacy and academic motivation of female high school students.
Methodology: The present study was applied in terms of purpose and quasi-experimental with pre-test-post-test group and one-month follow-up with control group. The statistical population included all female high school students in Ahvaz in the academic year 2019-2020. A sample of 50 people was purposefully selected and then randomly assigned to two experimental and control groups (25 people in each group). The research instruments were the Trails Information Literacy Questionnaire (2007) and the Academic Achievement Scale of Fredericks et al. (2004). The experimental group was provided with 8 sessions of 70-minute training of Bergman and flipped classroom method (2014) and the control group did not receive any intervention to analyze the data using inferential statistical methods (Repeated measures analysis and Bonferroni post hoc test) with Spss24 software used.
Findings: The results showed that the flipped classroom method on information literacy and academic motivation of students in the experimental group compared to the control group significantly increased their scores and this effect continued until the one-month follow-up period (P <0.05).
Conclusion: Based on the findings, it can be concluded that the flipped classroom teaching method increases academic enthusiasm and information literacy in secondary (second) students, and therefore, the planners of the educational system should introduce and explain more about this method to make it more useful for teachers in the teaching-learning process provide.
 

کلیدواژه‌ها [English]

  • Flipped Classroom
  • Information Literacy
  • Academic Motivation
  • Students
مراجع
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جامعه شناسی آموزش و پرورش
دوره 8، شماره 1 - شماره پیاپی 15
شهریور 1401
صفحه 255-265
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سابقه مقاله
  • تاریخ دریافت: 20 آبان 1400
  • تاریخ بازنگری: 27 دی 1400
  • تاریخ پذیرش: 02 اردیبهشت 1401
  • تاریخ اولین انتشار: 02 اردیبهشت 1401
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