اثر بخشی یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان بر اساس الگوی جورچین

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 13، شماره 50، مهر 1395، صفحه 113-125   

نویسندگان

فاطمه خالوندی^{* 1}؛ مریم بذرافشان²

¹دانشگاه تربیت دبیر شهید رجایی

²کارشناسی ارشد برنامه ریزی درسی دانشگاه تهران،ایران

چکیده

پژوهش حاضر به منظور بررسی اثربخشی روش یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان به درس عربی بر اساس الگوی جور چین در پایه اول دبیرستان انجام شد. روش پژوهش از نوع شبه آزمایشی بوده و از طرح پیش آزمون و پس آزمون با گروه کنترل استفاده گردید. نمونه آماری 24 نفر از دانش‏آموزان دختر سال اول دبیرستان ناحیه دو شهرستان بهارستان بودند، که به صورت نمونه‌گیری خوشه‌ای و انتساب تصادفی به دو گروه آزمایشی و کنترل به صورت گروه‌های همتا شده انتخاب شدند. جهت جمع‌آوری داده‌ها از دو پرسشنامه محقق ساخته نگرش سنج و آزمون پیشرفت تحصیلی استفاده شد. ضریب پایایی کل برای پرسشنامه پیشرفت تحصیلی به روش دو نیمه کردن آزمون، 78/0 است و آلفای کرونباخ به دست آمده برای پرسشنامه نگرش سنج نوع لیکرت 86/0 است. نتایج تحلیل کوواریانس نشان داد که آموزش مبتنی بر یادگیری مشارکتی بر اساس از الگوی جور چین به  طور معناداری عملکرد تحصیلی و نگرش دانش آموزان به درس عربی را افزایش داد. در نهایت، اثربخشی برنامه آموزش یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان به درس عربی بر اساس الگوی جور چین مورد بحث قرار گرفت

کلیدواژه‌ها

الگوی جور چین؛ عملکرد تحصیلی؛ نگرش؛ یادگیری مشارکتی

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