اثربخشی یادگیری معکوس بر اهمال‏کاری تحصیلی و خودناتوان سازی دانش ‏آموزان چندپایه دوره دوم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه تکنولوژی آموزشی،دانشکده روانشناسی وعلوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 کارشناسی ارشد تکنولوژی آموزشی، گروه تکنولوژی آموزشی،دانشکده روانشناسی وعلوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

3 دکتری تخصصی روانشناسی تربیتی، گروه روانشناسی تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

چکیده

هدف از انجام این پژوهش تعیین اثربخشی یادگیری معکوس بر اهمال‌کاری تحصیلی و خودناتوان‌سازی دانش‌آموزان چندپایه دوره دوم ابتدایی بود.اهمال‏کاری تحصیلی و خود ناتوان سازی به عنوان یک عادت رفتاری در نظر گرفته می‌شود که شیوع فراوانی در جوامع دانش آموزی دارد و روند رشد آن رو به گسترش است. آموزش معکوس یک نوع یادگیری تلفیقی است که مبتنی بر تکنولوژی اجرا می شود. این روش با تقویت خود راهبری دانش آموزان می تواند اهمال کاری و خود ناتوان سازی را کاهش دهد. پژوهش حاضر از نوع شبه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان چندپایه دوره دوم ابتدایی شهرستان خمین که در سال تحصیلی 1۴۰۱-۱۴۰۲ مشغول به تحصیل بودند. نمونه شامل ۴۰ دانش آموز، به شیوه در دسترس انتخاب و سپس در گروه آزمایش و گواه به شکل تصادفی جایگزین شدند. برای جمع آوری داده‌ها از مقیاس اهمال‌کاری سولومون (۱۹۸۴) و پرسشنامه خودناتوان‌سازی جونز و رودوالت (۱۹۸۲) استفاده گردید. همچنین داده‌ها با استفاده از روش تحلیل کواریانس چند متغیری تحلیل شدند. یافته‌ها نشان داد با کنترل اثر پیش آزمون تفاوت معناداری بین پس آزمون گروه آزمایش و گواه در سطوح اهمال‌کاری تحصیلی و خودناتوان‌سازی وجود داشت. بنابراین یادگیری معکوس بر سطوح اهمال‌کاری تحصیلی و خودناتوان‌سازی دانش‌آموزان چندپایه دوره دوم ابتدایی شهرستان خمین موثر بود.

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