اثر تدریس الگومدار بر عملکرد انتظاری و عینی دانشجویان و ارزیابی آنان از استاد

نوع مقاله: مقاله پژوهشی

نویسنده

گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف: این پژوهش با هدف تعیین تأثیر تدریس الگومدار بر عملکرد انتظاری و عملکرد عینی دانشجویان و ارزیابی آنان از استاد درس انجام شد.
روش: این پژوهش به شیوۀ نیمه‌آزمایشی و با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل انجام شد. جامعۀ آماری پژوهش شامل تمامی دانشجویان کارشناسی ارشد دانشکدۀ روانشناسی و علوم تربیتی دانشگاه علامه طباطبائی در نیمسال اول سال تحصیلی 98-1397 به تعداد 995 نفر بود. ابتدا از بین جامعۀ آماری، تعداد 4 چهار کلاس به صورت تصادفی انتخاب و سپس تعداد 40 نفر داوطلب واجد شرایط که کمترین نمره را در عملکرد عینی کسب کرده بودند به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی به 2 گروه (گروه آزمایش 20 نفر و گروه کنترل 20 نفر) تقسیم شدند. گروه آزمایش به مدت 12 جلسه تحت مداخلۀ تدریس الگومدار لومن قرار گرفتند درحالی‌که در طول این مدت گروه کنترل هیچ‌گونه مداخله‌ای را دریافت نکردند. داده‌ها با استفاده از روش‌ آماری تحلیل کوواریانس و به وسیله نرم‌افزارSPSS تجزیه و تحلیل شد. سطح معنی‌داری برای همۀ آزمون‌ها 05/0 لحاظ گردید.
یافته ها: نتایج نشان داد روش تدریس الگومدار لومن موجب افزایش نمرۀ عملکرد عینی (005/0P˂ ،03/11 F=) و چک لیست ارزیابی از استاد در دانشجویان گروه آزمایش شد (010/0P˂ ،73/8 F=)؛ ولی، در افزایش نمرۀ عملکرد انتظاری دانشجویان تأثیر نداشت (605/0P> ،61/2 F=).
نتیجه گیری: تدریس الگومدار می تواند عملکرد درسی دانشجویان را بهبود ببخشد و بر کیفیت ارزیابی آنان از استاد تأثیر مثبت داشته باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Effect of Model-based Teaching on Postgraduate Students' Expected and Actual Academic Performance and their Evaluations of Lesson Lecturer

نویسنده [English]

  • Hassan Asadzadeh
Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran
چکیده [English]

Aim: This research was done with the aim of examining the effect of model-based teaching on postgraduate students' expected and actual academic performance and their evaluations of lesson lecturer.
Method: This is a semi-experimental research with pretest-posttest design and control group. The research population was all postgraduate students of faculty of Psychology and Education at Allameh Tabataba'i University, in 2018-19 first semester. Among the statistical population, at first four classes were randomly selected. Then, 40 eligible subjects who had lowest score in their actual academic performance were selected using purposive sampling method and randomly assigned into two groups (20 experimental and 20 control groups). Both experimental and control groups answered to actual performance questions and completed expected performance and evaluation of lesson lecturer checklists in pretest and posttest stages. The experimental group was taught based on 2D Model of Effective College Teaching (Lowman, 1995) for 12 sessions, 90 minutes each session. Whereas, the control group was taught by traditional teaching (without any explicit teaching model). The collected data were analyzed using covariance analysis in SPSS-20 version. The significant level for all testing was considered. /05.
Findings: The findings showed that the model-based teaching increased the actual performance score (F= 11/.3, P

کلیدواژه‌ها [English]

  • teaching model
  • expected performance
  • actual performance
  • lecturer evaluation
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