پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 954 |
| تعداد مقالات | 7,829 |
| تعداد مشاهده مقاله | 13,082,127 |
| تعداد دریافت فایل اصل مقاله | 9,266,256 |
تأثیر آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 7، دوره 18، شماره 2 - شماره پیاپی 64، تیر 1401، صفحه 155-172 اصل مقاله (595.52 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.34338.3227 | ||
| نویسندگان | ||
| افسانه حمزه یی1؛ محسن باقری* 2؛ عبداله بخشعلی1 | ||
| 1کارشناسی ارشد تکنولوژی آموزشی،گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 2گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی تأثیر آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی با روش شبه تجربی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل انجام شد. جامعه آماری شامل کلیه مدارس چندپایه نیمه الکترونیک استان مرکزی در نیمسال تحصیلی 1398-1397 بود و نمونه به‌صورت هدفمند انتخاب شد. آزمودنی ها شامل 26 نفر بودند، 13 نفر در گروه آزمایش و 13 نفر در گروه کنترل به صورت تصادفی توزیع شدند. در این مطالعه جهت گردآوری داده‌ها از پرسشنامه انگیزش پیشرفت هرمس و آزمون پیشرفت تحصیلی که به‌صورت محقق ساخته بود استفاده شد. به‌منظور تحلیل استنباطی داده‌ها از آزمون تحلیل کوواریانس استفاده شد. یافته های پژوهش نشان داد آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی تأثیر معناداری داشته است (001/0 p<). درواقع این نوع آموزش، باتوجه به انعطاف‌پذیری بالای فناوری‌های الکترونیکی و کسب تجارب موفق در یادگیری، شرایط مساعدی را جهت رسیدن به اهداف آموزشی فراهم نموده و موجب افزایش انگیزه و یادگیری فراگیران می‌شود. | ||
| کلیدواژه‌ها | ||
| مدارس چندپایه؛ آموزش مبتنی بر جستجوگری وب؛ انگیزش پیشرفت؛ یادگیری | ||
| عنوان مقاله [English] | ||
| The Effect of Instruction Based on Web-Quest on Achievement Motivation and Learning of Students in Multigrade Classes in Science Course | ||
| نویسندگان [English] | ||
| Afsaneh Hamzehie1؛ Mohsen Bagheri2؛ Abdollah Bakhshali1 | ||
| 1MA of Educational Technology, Department of Education, Faculty of Humanities, Arak University, Arak, Iran | ||
| 2Department of Education, Faculty of Humanities, Arak University, Arak, Iran | ||
| چکیده [English] | ||
| Abstract This study aimed to investigate the effect of instruction based on Web-Quest on achievement motivation and learning of multigrade students in experimental sciences course through quasi-experimental method. Statistical population for this study included all students from multigrade classes of semi-smart schools of Markazi Province in the 2018-2019 academic year. The participants (n=26) were randomly divided into two groups: an experimental group (n=13) and a control group (n=13). Data were collected using Hermans’ Achievement Motivation Questionnaire and a researcher-made achievement test. The findings of inferential analysis of data, based on analysis of covariance (ANCOVA), showed that the instruction based on Web-Quest has a significant effect on achievement motivation and learning of students in multigrade classes in experimental sciences course (P<0.001). Introduction One of the challenges facing our country's educational system is the large number of multigrade classes in which one teacher should manage students from different elementary grades in one classroom. As compared with students of ordinary classes, students of multigrade classes have more learning difficulties (Fatahi et al., 2015). One of the consequences of the emergence of the information technology age is the use of these technologies in order to improve learning processes. In the age of e-learning, students are given Internet resources in addition to their homework through platforms such as Web-Quest, so that they come up with creative solutions while analyzing and combining information (Mohammadi Azizabadi, 2010). Web-Quest-based instruction is based on constructivism perspective. It is a learning platform that uses a connection to the necessary resources from the World Wide Web as well as approved and licensed works to motivate students to answer focused and open-ended questions, to develop students’ expertise and encourage them to participate in group processes in order to transfer the recently learned information into more complex learning concepts. Research has shown that the use of Web-Quest-based instruction has a significant relationship with scholastic performance (Gorji, 2016) and achievement motivation (Ashouri et al., 2014; Mousavi et al., 2021). An extensive review of literature yielded no studies on the consequences of using this instruction method in multigrade classes in Iran. Therefore, this study aims to investigate the effect of using Web-Quest on achievement motivation and learning of students in multigrade classes. Methodology Participants and research design The quasi-experimental research was conducted with a pre-test post-test design with a control group. The statistical population of this study was all multigrade, semi-smart classes of Markazi Province in the 2018-2019 academic year. Twenty-six male students of the fourth and sixth grades from multigrade classes in Khomein city were selected purposively and divided randomly into two groups of 13 subjects, namely an experimental group and a control group. Tools 1- Hermans Achievement Motivation Questionnaire: This questionnaire has 10 factors: level of desire, risky behaviors, promotion, responsibility, perseverance, temporal perception, cognitive behavior, foresight, right choice, and successful behavior. After cluster analysis, these factors were presented in the form of 29 incomplete sentences. Students are asked to complete each sentence with one of the four items provided for each incomplete sentence. Hermans (1970) calculated the correlation coefficients of each item using the achievement motivation and reported the questionnaire as valid. Kamalpour et al. (2006) reported its reliability as Cronbach’s alpha of 0.72, which was 0.70 in our study. 2- A researcher-made learning test: The face and content validity and reliability of the test was confirmed by the teacher as well as educational evaluation specialists. Based on the Kuder-Richardson formula, the reliability of the test was reported to be 0.60. In the present study, students in both experimental and control groups completed the questionnaires as pre-test before they were subjected to training. After confirming that there was no significant difference between the two groups, educational topics were presented in 12 sessions, simultaneously in both groupsThe experimental group received instructions based on Web-Quest reproduced from Bernie Dutch (1995) six-fold stages, but the control group received conventional teaching. Findings After examining the pre-assumptions related to the analysis of covariance test such as normality of data distribution, homogeneity of regression slope, similarity of variances and after realization of the assumptions, the results of analysis of covariance tests showed that instruction based on Web-Quest had a significant effect on achievement motivation of students as well as their learning. Conclusion The results of the present study revealed a positive and significant effect of the instruction based on Web-Quest and achievement motivation as well as students’ learning. The high flexibility of electrical technologies and the Internet facilitate achieving educational goals by improving learning conditions. In multigrade classes, the use of instruction methods based on Web-Quest solves this problem through providing a variety of information resources related to the course. This improves students’ learning and paves the way for increasing their achievement motivation. Future studies may consider the combination of different grades or other courses in multigrade classes. The effect of this method on other variables can also be investigated in future research. | ||
| کلیدواژه‌ها [English] | ||
| Instruction based on Web-Quest, Achievement motivation, Learning | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Aghazadeh, Muharram and Fazli, Rokhsareh (2005). Teaching guide in multi-grade classes (fourth edition). Tehran: Ayizh. (Text in Persian) Ashoori, j., Kajbaf, m., Manshaee, g., Talebi, h. (2014). Comparison of the effectiveness of web-based, cooperative learning and traditional teaching methods in achievement motivation and academic achievement in the biology course. Interdisciplinary journal of virtual learning in medical sciences (IJVLMS), 5(2), 25-34. (Text in Persian( Auditor, E. (2014). Effects of Web Quest on Content Knowledge Acquisition and Motivation of Basic Physics Students. International Journal of Education and Research, Vol. 2 No. 12, 181-192. Badleh, Alireza and Sabeti, Abdul Hamid. (2017). The effect of WebQuest-based educational method on student-teacher learning and satisfaction in educational design course. Journal of Teacher Education Research. 1(2), 9-27. (Text in Persian( Baghaei, r., Rasouli, d., Rahmani, a., Mohammadpour, y., Jafarizadeh, h. (2012). Effect of web-based education on cardiac disrhythmia learning in nursing student of Urmia university of medical sciences. Iranian journal of medical education, 12(4 (42)), 240-248. (Text in Persian( Bashiri Haddan, Golsoom., Mahmoudi, Firooz., and Rezapour, Yousef., and Adib, Yousef. (1394). Describe the experiences and perceptions of teachers and experts from teaching in multi-grade primary schools in rural areas of Kalibar. Teaching and Learning Research (Behavior Scholar), 22 (7), 107-120. (Text in Persian( Dogru, M., & Seker, F. (2012). The effect of use of webquest in science education on persistency and attitude levels for science and technology lesson. Çukurova University Faculty of Education Journal, Vol. 41, No. 1, pp: 95-104. Gorgi, R (2016). The effect of using WebQuest on academic performance, tendency to critical thinking and problem solving skills of junior high school students in the experimental sciences course in Mashhad Kaveh in academic year 2015-2016. Master Thesis, Arak University. (Text in Persian( Halat, r. (2013). Experience of Elementary School Students with the Use of WebQuests. Mevlana International Journal of Education, Vol. 3(2), pp. 68-76. Halat, E., & Karakus, F. (2014). Integration of WebQuest in a social studies course and motivation of pre-service teachers. The Georgia Social Studies Journal Harbison.E.J. & L.A.Rex.(2010).School Cultures as Contexts for Informal Teacher Learning. Teaching and Teacher Education.26,267-277. Kadivar, P. (2006). Educational Psychology. Tehran: Samat. (Text in Persian( Kamalpour, Nasrin, Tozandeh Jani, Hassan (2006). Standardization of Hermans achievement motivation test (AMT). Educational Research of Islamic Azad University, Bojnourd Branch. (6) 2, 75-86. (Text in Persian( Karimi Moonaghi1 H, Armat M R.(2013). Using WebQuest in medical education. Iranian Journal of Medical Education. 2013; 13 (5) :353-363. (Text in Persian( Khani, R., Baghiri, M. (2017). Investigating the Efficacy of Web 2 Tools on Language Pedagogy in Iran. Education Technology Quarterly, 9(2), 121-115. (Text in Persian( Miladi, H., & Malek Mohammadi, I. (2010). The feasibility of using e-learning in higher education by using factor analysis (a case study of students in agricultural extension and education department at razi university). Journal Of Agricultural Extension And Education Research, 3(1), 15-29. (Text in Persian( Mohammadi Azizabadi, S. (2010). WebQuest, a tool for learning. Development of Educational Technology, 26(2). 10-13. (Text in Persian( Moosavi Bideleh, S.M, Fallah, V., Saffari, S., Motekalem, A., Aslan zadeh, H.(2021). The Impact of WebQuest Learning on Students' Motivation for Progress, Self-Concept, and Self-Regulated Learning, Quarterly of Information and communication Technology in Education, 11(3), 27-45. (Text in Persian ( Najafi S S, Haghgou M, Kaveh M H, Mansoory P.(2013). Comparison of the effect of WebQuest and lecture on students' learning of electrocardiogram interpretation. 3 JNE.1 (2) :62-72. (Text in Persian ( Pérez, R. (2016). Teaching the use of WebQuests to master students in Pablo de Olavide University.New perspectives on teaching and working with languages in the digital era, pp. 95-104. Renau, M., & Pesudo, M. (2016). Analysis of the implementation of a WebQuest for learning English in a secondary school in Spain. International Journal of Education and Development using Information and Communication Technology (IJEDICT), Vol. 12, Issue 2, pp: 26-49. Sadaghian, S., & Marandi, S. (2016). Using WebQuests as idea banks for fostering autonomy in online language courses. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL, pp. 403-407. Sahin, S., Baturay, M. (2016).The effect of 5E-learning model supported with WebQuest media on students’ achievement and satisfaction . E-Learning and Digital Media. 0(0) 1–18. Samadian, Samad. (2017). Curriculum planning of multi-grade classes. Tabriz, Bouye Jooye Moolian. (Text in Persian( Segers,L., Droop, M., & Verhoeven, L. (2010). Integrating a WebQuest in the Primary School Curriculum Using Anchored Instruction: Effect on Learning Outcomes. Computer Resources for Language Learning, 3, 65-74. Seitkazy, P., Toleubekova, R., Amanova, A., Tashetov, A., Iskakova, G., & Demissenova, S. (2016). A Web-Quest as a Teaching and Learning Tool. IEJME — Mathematics Education. VOL 11, NO 10, 3537-3549. Semsettin, S., & Meltem, H. (2016). The effect of 5E-learning model supported with webQuest media on students’ achievement and satisfaction. E-Learning and Digital Media, Tepe,T., Ilhan,N & Inceoglu,M. (2016). Using WebQuest and Wiki Activities in Chemistry Courses: Pre- Service Elementary Teachers’ Views and their Motivation to Learn Chemistry. Croatian Journal of Education, Vol.18, No.3, 899-933. Veenman,S.(1995).Cognitive and non-cognitive effects of multi-grade and multi-age classes, Review of Educational Research, 64(4). Zendler, A., Klein, K. (2018). The effect of direct instruction and web quest on learning outcome in computer science education. Educ Inf Technol 23, 2765–2782. https://doi.org/10.1007/s10639-018-9740-4 | ||
|
آمار تعداد مشاهده مقاله: 808 تعداد دریافت فایل اصل مقاله: 341 |
||
