پديد آورندگان :
نورمحمدي، علي اشرف دانشگاه آزاد اسلامي واحد زنجان، زنجان، ايران - گروه روان شناسي , انتصارفومني، غلامحسين دانشگاه آزاد اسلامي واحد زنجان، زنجان، ايران - گروه روان شناسي , حجازي، مسعود دانشگاه آزاد اسلامي واحد زنجان، زنجان، ايران - گروه روان شناسي , مروتي، ذكرالله دانشگاه آزاد اسلامي واحد زنجان، زنجان، ايران - گروه روان شناسي
كليدواژه :
مهارت هاي مطالعه , SQ4R , SQ3R , اضطراب امتحان , دانش آموزان
چكيده فارسي :
زمينه و هدف: بسياري از دانش آموزان تحت‌تأثير اضطراب امتحان قرار مي‌گيرند كه پيامد آن كاهش توان مقابله با موقعيت‌هايي مانند موقعيت امتحان است؛ ازاين‌رو يكي از برنامه‌هاي كاهش اضطراب امتحان، آموزش مهارت‌هاي مطالعه است. پژوهش حاضر با هدف تعيين اثربخشي آموزش مهارت‌هاي مطالعه (SQ3R و SQ4R) بر كاهش اضطراب امتحان انجام شد.
روش بررسي: اين مطالعه نيمه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري را تمامي دانش‌آموزان پايهٔ دوم متوسطهٔ دوم شهر كرمانشاه در سال تحصيلي 1396-1397 تشكيل دادند. در اين پژوهش با استفاده از روش نمونه‌گيري تصادفي چندمرحله‌اي ابتدا از بين نواحي سه‌گانهٔ كرمانشاه يك‌ناحيه به‌صورت تصادفي انتخاب شده و از بين آن ناحيه دو دبيرستان در نظر گرفته شد. پرسشنامهٔ اضطراب امتحان ساراسون روي تمامي دانش‌آموزان به تعداد 294 نفر، اجرا گرديد. پس از اجراي پرسشنامه‌ها از دانش‌آموزان داراي نمرهٔ بيشتر در اضطراب امتحان، تعداد 45 نفر انتخاب شده و به‌صورت تصادفي و به‌طور مساوي در دو گروه آزمايش و يك‌گروه گواه قرار گرفتند. پروتكل آموزشي مهارت‌هاي مطالعه (SQ3R و SQ4R) طي هشت جلسهٔ 45دقيقه‌اي به دانش‌آموزان گروه‌هاي آزمايشي ارائه شد؛ اما گروه گواه هيچ آموزشي دريافت نكرد. در پايان دوره، پس‌آزمون از هر سه گروه گرفته شد. تجزيه‌‌و‌تحليل داده‌ها با روش تحليل كوواريانس در سطح معناداري 0٫05 صورت گرفت.
يافته‌ها: يافته‌ها نشان داد كه آموزش مهارت‌هاي مطالعه (SQ4R و SQ3R) موجب كاهش اضطراب امتحان در دانش‌آموزان مي‌شود براي SQ3R و SQ4R به ترتيب (0٫004=p) و (0٫001>p)؛ همچنين تفاوت معناداري بين دو مهارت (SQ4R و SQ3R) وجود ندارد.
نتيجه‌گيري: مهارت‌هاي مطالعه (SQ4R و SQ3R) هر دو در كاهش اضطراب امتحان مؤثر است. به معلمان و مشاوران مدارس توصيه مي‌شود براي كاهش اضطراب امتحان از اين مهارت‌ها استفاده كنند.
چكيده لاتين :
Background & Objectives: Numerous students are affected by test anxiety, which involves a significant perception of distress, i.e., the consequence of reducing the ability to cope with some situations, like exams. Expanding the scope of exams requires conducting interventions.
Accordingly, a test anxiety reduction program is teaching studying skills. The present study aimed to determine the effects of study skills training (SQ3R and SQ4R) on reducing test anxiety in students.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this research
included the second–grade secondary school students of Kermanshah City, Iran, in the 2017–2018 academic year. Using a multi–stage random
sampling method, a randomly chosen area was selected among the three districts of Kermanshah Province. Subsequently, two high schools were
selected from the same area. The Test Anxiety Scale (TAS; Sarason, 1980) was applied to collect the required data. This questionnaire has 37
questions, answered with yes/no options. The subject must complete the test within 10 to 15 minutes. The scoring is conducted based on the
number of items with correct answers, and the final score indicates the test anxiety level. To score the TAS, a 1–point score is dedicated to the
items 1–3 15–26–27–29–33. Furthermore, a score must be provided to each answer for the other questions. After collecting the scores, the test
anxiety score is obtainedd. The test has standardized scores; the score is higher than the test anxiety, and the individual is ranked according to
the score obtained in one of the following categories: mild anxiety (scores≤12), moderate anxiety (scores 13–20), and severe anxiety (scores
≥21). In this test, the scores ≥15 are worth paying attention. The obtainable scores range from 0 to 37. Abolqasemi et al. have translated this
scale into Persian and validated it on the Iranian population. The test–retest reliability of this test was >80% at intervals of several weeks; it was
performed on all 294 students. After completing the questionnaires, they were selected and evaluated. The students who scored the highest in
test anxiety were selected from 45 people. They were randomly assigned to two experimental groups and one control group. The learning skills
training protocol was adapted from the United States University of Technology's Learning Package, and the study skills protocol and the cognitive
and metacognitive strategies were adopted and used. The educational program was performed with permission from the Kermanshah education
center, and the informed consent was received from the study subjects. The inclusion criteria were the lack of any disease and the age range of
14–17 years. Furthermore, the protocols were provided to the students of experimental groups by 45–min sessions of lectures and practical
training. Moreover, the control group received no training. At the end of the course, the post–test was performed in each of the three groups.
Then, the data were extracted and analyzed using Analysis of Covariance (ANCOVA) at a significant level of 0.05 in SPSS.
Results: The relevant results revealed that training study skills reduced test anxiety in students (SQ4R, p<0.001 & SQ3R, p=0.004), and there
was no significant difference between the two methods (SQ4R and SQ3R) in this regard.
Conclusion: The study skills (SQ4R and SQ3R) provision was effective in reducing the test anxiety in the students. The study had some
limitations, including focusing on adolescent boys of the second grade of high school; thus, generalizing the findings to females and other age groups encounter restrictions. Therefore, it is recommended that teachers and school counselors use these skills to reduce test anxiety in students.
