اثربخشي مذاخلات روانشناختي-آموزشي بر پيشرفت تحصيلي دانش آموزان دبيرستاني (1391-1384)

A Meta-Analysis of the psychological - educational interventions on progressing the academic effectiveness in high school students (2005-2012)

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻓﺮاﺗﺤﻠﯿﻞ اﺛﺮﺑﺨﺸﯽ ﻣﺪاﺧﻼت روان ﺷﻨﺎﺧﺘﯽ آﻣﻮزﺷﯽ ﺑﺮ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺑﯿﺮﺳﺘﺎﻧﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﭘﺎﯾﺎن ﻧﺎﻣﻪ ﻫﺎ وﺗﺤﻘﯿﻘﺎت ﭼﺎپ ﺷﺪه در ﻣﺠﻼت ﻋﻠﻤﯽ ـ ﭘﮋوﻫﺸﯽ در ﺣﻮزه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺑﯿﺮﺳﺘﺎﻧﯽ ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﭘﮋوﻫﺶ ﻫﺎﯾﯽ را ﺷﺎﻣﻞ ﻣﯽ ﺷﺪ ﮐﻪ ﺷﺮاﯾﻂ روش ﺷﻨﺎﺳﯽ را داﺷﺘﻪ اﻧﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از روش ﻓﺮاﺗﺤﻠﯿﻞ ﯾﺎ ﯾﮑﭙﺎرﭼﻪ ﮐﺮدن ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻘﯿﻘﺎت، ﻣﯿﺰان اﻧﺪازه اﺛﺮ ﻣﺪاﺧﻼت روان ﺷﻨﺎﺧﺘﯽ ـ آﻣﻮزﺷﯽ را ﺑﺮ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺑﯿﺮﺳﺘﺎﻧﯽ ﻣﺸﺨﺺ ﻧﻤﻮده اﺳﺖ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ از ﺑﯿﻦ 47 ﭘﮋوﻫﺶ، 23 ﭘﮋوﻫﺶ ﮐﻪ از ﻟﺤﺎظ روش ﺷﻨﺎﺧﺘﯽ ﻣﻮرد ﻗﺒﻮل ﺑﻮد، ﻓﺮاﺗﺤﻠﯿﻞ اﻧﺠﺎم ﮔﺮﻓﺖ. اﺑﺰار ﭘﮋوﻫﺶ ﭼﮏ ﻟﯿﺴﺖ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﻓﺮاﺗﺤﻠﯿﻞ ﺑﺮاي اﺳﺘﺨﺮاج اﻃﻼﻋﺎت و ﻣﺒﺘﻨﯽ ﺑﺮ 1819 ﻧﻤﻮﻧﻪ اﺳﺖ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﻪ ﺻﻮرت دﺳﺘﯽ ﺻﻮرت ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﻓﺮاﺗﺤﻠﯿﻞ ﻧﺸﺎن داد ﻣﯿﺰان اﻧﺪازه اﺛﺮ ﻣﺪاﺧﻼت روان ﺷﻨﺎﺧﺘﯽ ـ آﻣﻮزﺷﯽ ﺑﺮ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺑﯿﺮﺳﺘﺎﻧﯽ 0/668 d= اﺳﺖ )p0/001=(. اﯾﻦ اﻧﺪازه اﺛﺮ ﻃﺒﻖ ﺟﺪول ﮐﻮﻫﻦ در ﺣﺪ ﻣﺘﻮﺳﻂ ﻣﺆﺛﺮ اﺳﺖ. در ﻧﻬﺎﯾﺖ ﻣﺪاﺧﻼت روان ﺷﻨﺎﺧﺘﯽ ـ آﻣﻮزﺷﯽ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺑﯿﺮﺳﺘﺎﻧﯽ ﺗﺄﺛﯿﺮ زﯾﺎدي داﺷﺘﻪ و ﻣﺤﻘﻘﺎن و ﻣﺘﻮﻟﯿﺎن اﻣﺮ آﻣﻮزش و ﭘﺮورش ﻣﯽ ﺗﻮاﻧﻨﺪ از اﻟﮕﻮﻫﺎﯾﯽ ﮐﻪ اﻧﺪازه اﺛﺮ ﻣﺘﻮﺳﻂ رو ﺑﻪ ﺑﺎﻻ داﺷﺘﻪ اﻧﺪ، ﺑﺮاي ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان

The aim of the present study is meta-analysis of the psychological - educational interventions on progressing the academic effectiveness in high school students. The statistical population included all theses and published researches in scientific-research journals in the field of high school student’s academic achievements. The research sample included those researches which had methodological conditions. This study has been determined the effect size of psychological - educational interventions on high school student’s academic achievements. Between 47 researches, meta- analysis has done by using 23 researches (acceptable by the methodology). The research instrument was a researcher-made checklist to extracting data based on 1819 cases. Data analysis was done manually. The meta-analysis results indicated that the effect size of psychological - educational interventions on high school student’s academic achievements is d=0.668 (p=0.001). This effect size has moderate effect according to Cohen’s table. At last, psychological - educational interventions have significant effects on high school student’s academic achievements. an‎d the researchers and authorities of education can use the models that have had the moderate or higher effect size on high school student’s academic achievements.