اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی

پژوهش در برنامه ریزی درسی

مقاله 12، دوره 13، شماره 49، تیر 1395، صفحه 138-151   

نویسندگان

مرتضی جباریان گرو^{* 1}؛ معصومه خسروی²؛ محمد علی محمدیفر²

¹1دانشجوی کارشناسی ارشد، روانشناسی تربیتی، دانشگاه سمنان، ایران، سمنان

²استادیار روانشناسی، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان. ایران، سمنان

چکیده

هدف این پژوهش بررسی اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی دانش‌آموزان مقطع سوم راهنمایی سال تحصیلی 92-93 بود. طرح پژوهش از نوع شبهه آزمایشی و با استفاده از پیش‌آزمون و پس آزمون با گروه کنترل انجام گرفت. بدین منظور سه کلاس از دانش‌آموز پایه سوم راهنمایی با روش نمونه‌گیری خوشه‌ای انتخاب شدند و به صورت تصادفی در دو گروه آزمایشی و یک گروه گواه قرار گرفتند. ابزارهای مورد استفاده عبارت بودند از: پرسشنامه یادگیری خودتنظیمی و آزمون پیشرفت تحصیلی معلم ساخته. همچنین یک پکیج آموزشی بر مبنای 11 اصل بازخورد جهت اجرای بازخورد نوشتاری و شفاهی تهیه گردید. گروه‌های آزمایشی به مدت 15 جلسه بازخورد نوشتاری و شفاهی معلم را دریافت کردند ولی گروه گواه به روش سنتی آموزشی بدون بازخورد به کار خود ادامه داد. نتایج تحلیل داده‌ها نشان داد که بعد از ارائه بازخورد در خودتنظیمی و پیشرفت تحصیلی دانش‌آموزان گروه‌های آزمایشی در مقایسه با گروه گواه، تفاوت معناداری ایجاد شد. اگرچه تفاوت معناداری بین بازخورد کتبی و شفاهی مشاهده نشد، اما مقایسه میانگین‌ها نشان داد که بازخورد کتبی از بازخورد شفاهی مؤثرتر بود. بنابراین، ارائه بازخورد مؤثر و مناسب بر اساس اصول مدنظر موجب ارتقای یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی می‌شود.

کلیدواژه‌ها

بازخورد شفاهی؛ بازخورد نوشتاری؛ پیشرفت تحصیلی؛ دانش‌آموزان؛ یادگیری خودتنظیمی

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