مقایسه اثربخشی روش آموزش کلاس معکوس وروش سخنرانی براشتیاق تحصیلی دانشجویان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 1دانشجوی دکتری روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استادیار، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 3. استادیار، گروه روانشناسی ، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

اشتیاق تحصیلی متغیری است که به عنوان مهمترین عامل یادگیری تلقی می شود. هدف پژوهش حاضر مقایسه اثربخشی روش آموزش کلاس معکوس وروش سخنرانی براشتیاق تحصیلی دانشجومعلمان دختر دانشگاه فرهنگیان است.
روش بررسی: روش پژوهش از نوع نیمه آزمایشی است.جامعه مورد مطالعه کلیه دانشجویان دختردانشگاه فرهنگیان استان آذربایجان شرقی درسال تحصیلی 1397-98است که تعدادآن ها549 نفرمی باشد. از جامعه مورد مطالعه تعداد 60نفر دانشجودر 2 گروه 30 نفره به روش نمونه گیری خوشه ای یک مرحله ای انتخاب شدند . طرح تحقیق از نوع طرحهای آزمایشی است که قسمتی ازآن به صورت بین گروهی وقسمتی دیگردرون گروهی با پیش‌آزمون و پس آزمون می‌باشد که در آن متغیر مستقل بادوسطح روش آموزش کلاس معکوس وروش سخنرانی وجود دارد که مبنای گروه‌بندی دوگانه آزمایشی بوده است.یکی ازگروه هابا روش کلاس معکوس وگروه دیگربه روش سخنرانی آموزش دیدند. برای جمع آوری داده هااز پرسشنامه اشتیاق تحصیلی Fredricks وهمکاران استفاده شد. تحلیل داده‌های این پژوهش بااستفاده از روش آمار توصیفی به ویژه شاخص‌های مرکزی و پراکندگی، چگونگی توزیع و پراکندگی داده‌ها در گروه‌های مورد مطالعه انجام شد. همچنین به دلیل نبودن گروه کنترل برای آزمون فرضیه‌هااز آزمون t وابسته وبرای انجام سئوالات پژوهشی ازتحلیل کوواریانس چندمتغیره استفاده شد.
یافته ها: نتایج نشان دادکه روش کلاس معکوس نسبت به روش سخنرانی دربهبوداشتیاق تحصیلی دانشجویان اثربخش تراست زیراFمحاسبه شده درسطح(05/0>P)معناداراست.
نتیجه گیری: باتوجه به یافته های پژوهش حاضر،روش کلاس معکوس درمقایسه باروش سخنرانی درافزایش اشتیاق تحصیلی دانشجویان اثربخش تر بوده است.
کلمات کلیدی:اشتیاق تحصیلی، ،کلاس معکوس،روش سخنرانی

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of the effectiveness of reverse class teaching method and lecture method on students' academic enthusiasm

Abbasi,M., & Dargahi,SH. (2014). Role of Procrastination, Self-Regulation and Metacognition in Predicting Students' Academic Motivation. Bimonthly of Education Strategies in Medical Sciences. 7(5), 273-278. [in Persian]

Alswat, M. ­(2014). Effects of flipping the classroom on suburban middle school math students, Master of Science dissertation, State University of New York at Fredonia.

Almodaires, A., Alayyar, G., Almsaud, T., & Almutairi, F. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies12(1), 10-24.

Alvand, M. (2016). Filipped Classroom on performance and achievement motivation of Science course in sciences) case study   Female students sixth grade 6 elementary School of Mashhad, MSc thesis of curriculum, Faculty of Humanities and Management, Institute for non-nonprofit higher education of the Institute of Higher Education in Sanabad. [in Persian]

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T.­ (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE-Life Sciences Education, 10(4), 394-405.

Arnold-Garza, S. (2014). The Flipped Classroom Teaching model. Communications in Information Literacy. 8(1), 7-22.

Ayçiçek, B., & Yanpar Yelken, T. (2018). The Effect of Flipped Classroom Model on Students’ Classroom Engagement in Teaching English. International Journal of Instruction, 11(2), 385-398.

Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington DC: International Society for Technology in Education.

Blumenfeld, PC., & Paris, A.H. (2004). Motivation and cognitive engagement in learning environments. In R. K. Sawyer(Ed.), The Cambridge handbook of the learning sciencest.

Bouwmeester, R., de Kleijn, R., van den Berg, I., Cate, O., Rijen, H., & Westerveld, H. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education.139, 118–128.

Burrows, PL. (2010). An examination of the relationship among affective,   cognitive, behavioral, and academic factors of student engagement of 9th grade students. [dissertation]. Eugene, Oregon: University of Oregon.

Cabi, E. (2018). The Impact of the Flipped Classroom Model on Students' Academic Achievement. International Review of Research in Open and Distributed Learning, vol 19 (3),201-223.

Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C.,& et. all. (2018). Academic outcomes of flipped classroom learning: A meta-analysis. Medical Education, 52(9), 910–924.

Dinarvand, A. (2018). The effect of inverse education on students ' educational aspects of primary School, 5th International Conference on Psychology, education, life style,12 July 2018. [in Persian]

Drake, Y., Kayser, M., & Jacobowitz, R. (2016). The Flipped Classroom. An Approach to Teaching and Learning, The Benjamin Center, SUNY New Paltz Ulster County School Boards Association.

Farzendeh, S., Sohrabi, N., & Abedi, M. (2012).Comparison of academic enthusiasm in students with high school Consultant and lack of consulting in Isfahan, third National conference on Counseling, Khomeynishahr, Islamic Azad University, Khomeini branch. [in Persian]

Esmaeilifar, M.,Tagvayi Yazdi, M., & Niaz azar, K. (2016). Effect of Filipped Classroom approach on learning Science course of elementary school students, Master's thesis of Educational management, Islamic Azad University, Sari branch. [in Persian]

Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(1), 179-186.

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school, Social psychology of Education. 10(2),229-240.

Fredericks J.A., Blumenfeld, P.C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.

Johnson, B. G. (2013). Student perception of the flipped classroom, Master of arts dissertation, University of british Colombia.

Kozikoglu, I. (2019). Analysis of the Studies Concerning Flipped Learning Model:A Comparative Meta-Synthesis Study, International Journal of Instruction January, 12(1),851-868.

Kiahosseyni, Z., & Aslani, G. (2016).The effect of education using inverse class method academic achievement of male students of elementary school fifth grade in Andimeshk in social studies course.Global Conference on Horizon in Humanities,Future Studies and Empowrment,January28. [in Persian]

Lammers,W.J., & Murphy, J. J. (2002). A profile of teaching techniques used in the university ciassroom.ActiveLearning in Higher Education. 3(1),54-67.

Linnenbrink, E. A., & Pintrich, P. R. (2003). “The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the Classroom”. Read Writ Q Overcoming Learn Difficult.19(2), 119-137.

Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3), 265-279.

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014).Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology.45(3), 317-324.

Lucena, F. J. H., Estrada, A. C. M., Torres, J. M. T., Diaz, I.A., & Reche, M. P. (2018).CIncidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts, Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain. 10, 1334; doi: 10.3390/su10051334.

McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education.40(1), 47-55.

Moazami,F. (2017). Comparison of the effect of flipped classroom teaching method and traditional teaching method in learning Physics course in high school students, collections of papers of the Third National Conference of Educational Sciences in Iran, Qom. [in Persian]

Mobaser Maleki1, S., & Kian, M. (2018). The Effect of Flipped Learning Method on Learning on Vocational Technology Courses. Journal of Research in Teaching. 6(2), 1-18. [in Persian]

 Muir, T., & Geiger,V. (2015). The affordances of using a flipped classroom approach in the teaching of mathematics: a case study of a grade 10 mathematics class. Mathematics Education Research Journal. DOI: 10.1007/s13394-015-0165-8.

Muniandy, V. (2018). Effectiveness of Flipped Classroom on Students’ Achievement and Attitudes towards English Language in Secondary School. Journal of Innovative Technologies in Education 2, 9-15. 

Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and Student engagement. In Newmann, F. M. (ed.) engagement and achievement in American secondary schools. New York: Teachers College Press. Notdoing Teaching and Teacher Education. 24(1), 1765– time

O’Donnel, A. M., Reeve,J., & Smith, J. K. ( 2007).Edycational Psycology:Reflection for action. USA:wiley.

Pintrich, P. R., & Degroot, EV. (1990). Motivatinal self–regulated learning components of classroom academic performance.Journal of educational psychology. 82(1), 33-40.

Rotellar, C., & Cain, J. (2016). Research, Perspectives, and Recommendations on Implementing the Flipped Classroom. American journal of pharmaceutical education, 80(2).

Rowan, C., Mccourt,C., & Beake, S. (2008). Problem based learning in midwifery-the students perspective.Nurse Education Today. 28(1),93-99

Rumberger, R. W., & Larson, K. A. (1998). Student increased risk of high school dropout. mobility and the American Journal of Education, 107(1), 1-35.

Saemi, H., & Deylam, S. (2014). The relationship between regulatory learning and accountability with academic burnout of high school students in eastern Golestan. Educational Bulletin, 40,32-17. [in Persian]

Soufi, A., & Zirkoohi Ageing, R. (2018). Academic engagment for the inevitable necessity of learning. 5th International Conference on Psychology, Education and Life style. [in Persian]

Shaaria, A., Yusof, N., Ghazalic, I., Osmand, R., & Dzahir, N. (2014). The Relationship between lecturers teaching style And Academic Engagement. Behavioral Sciences. 118(1), 10 – 20.

Stelzer, T., Brookes, D. T., Gladding, G., & Mestre, J. P. (2010). Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, 78(7), 755-759.

Wang, M. T., & Holcombe, R. (2010). “Adolescents perceptions of classroom environment, school engagement, and academic achievement”. American Educational Research Journal, 47, 633-662.

Wang, MT., Willet, JB., & Eccles, J. (2011).The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity.Journal of School Psychology. 49(4), 465–480.

Willis, J. (2014). The effects of flipping an undergraduate precalculus class, Doctoral Dissertation, Reich College of Education.

Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2003). Educational psychology (2nd Canadian ed.). Toronto, ON: Pearson.2003.

Yousef Vand, M., & Alavi, Z. (2018).The effectiveness of cognitive strategies training and congnition of academic guidance on male students of secondary school, Journal of Education and Training. 11 (42), 159-143. [in Persian]