پيامدهاي يادگيري خدمت محور در مدارس ابتدايي شهر تهران

The consequences of service-oriented learning in primary schools of Tehran city

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﭘﯿﺎﻣﺪﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﺪﻣﺖﻣﺤﻮر در ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد. اﯾﻦ ﻣﻄﺎﻟﻌﻪ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻈﺮ ﺷﯿﻮه اﺟﺮا آﻣﯿﺨﺘﻪ ﺑﻮد. در ﺑﺨﺶ ﮐﯿﻔﯽ از ﻣﯿﺎن ﺧﺒﺮﮔﺎن داﻧﺸﮕﺎﻫﯽ ﻃﺒﻖ اﺻﻞ اﺷﺒﺎع ﻧﻈﺮي 20 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و در ﺑﺨﺶ ﮐﻤﯽ از ﻣﯿﺎن ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98 )1600 ﻧﻔﺮ( ﻃﺒﻖ ﻓﺮﻣﻮل ﮐﻮﮐﺮان 309 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. دادهﻫﺎ در ﺑﺨﺶ ﮐﯿﻔﯽ از ﻃﺮﯾﻖ ﻣﺮور ﻣﻨﺎﺑﻊ و ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ و در ﺑﺨﺶ ﮐﻤﯽ از ﻃﺮﯾﻖ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖﺳﺎﺧﺘﻪ )45 ﮔﻮﯾﻪ( ﺟﻤﻊآوري ﺷﺪ.ﭘﺎﯾﺎﯾﯿﺪر ﺑﺨﺶ ﮐﯿﻔﯽ از ﻃﺮﯾﻖ ﺗﻮاﻓﻖ درونﻣﻮﺿﻮﻋﯽ و در ﺑﺨﺶ ﮐﻤﯽ ﻋﻼوه ﺑﺮ ﺗﺎﯾﯿﺪ رواﯾﯽ ﺻﻮري، ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزه، ﭘﺎﯾﺎﯾﯽ آن ﺑﺎ روشﻫﺎي آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ و ﺗﺮﮐﯿﺒﯽ ﺑﺎﻻي 0/93 ﺑﺪﺳﺖ آﻣﺪ. دادهﻫﺎ در ﺑﺨﺶ ﮐﯿﻔﯽ ﺑﺎ روشﻫﺎي ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮي و ﮐﺪﮔﺬاري ﻧﻈﺮي و ﺑﺎز و در ﺑﺨﺶ ﮐﻤﯽ ﺑﺎ روش ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ اﮐﺘﺸﺎﻓﯽ در ﻧﺮماﻓﺰار SPSS ﻧﺴﺨﻪ 20 ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. در ﺑﺨﺶ ﮐﯿﻔﯽ ﭘﺲ از ﻣﺮور ﭘﯿﺸﯿﻨﻪ و ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﺧﺒﺮﮔﺎن، ﺷﺎﺧﺺﻫﺎ ﺷﻨﺎﺳﺎﯾﯽ و ﺳﭙﺲ ﭘﺮﺳﺸﻨﺎﻣﻪ ﯾﺎدﮔﯿﺮي ﺧﺪﻣﺖﻣﺤﻮر ﻃﺮاﺣﯽ ﺷﺪ. در ﺑﺨﺶ ﮐﻤﯽ ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﭘﯿﺎﻣﺪﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﺪﻣﺖﻣﺤﻮر داراي ﺳﻪ ﻣﻮﻟﻔﻪ ﻓﺮدي )25 ﺷﺎﺧﺺ و وارﯾﺎﻧﺲ ﺗﺒﯿﯿﻦﺷﺪه 29/879(، ﻣﺪرﺳﻪاي ﯾﺎ ﺳﺎزﻣﺎﻧﯽ )9 ﺷﺎﺧﺺ و وارﯾﺎﻧﺲ ﺗﺒﯿﯿﻦﺷﺪه 13/277( و اﺟﺘﻤﺎﻋﯽ )11 ﺷﺎﺧﺺ و وارﯾﺎﻧﺲ ﺗﺒﯿﯿﻦﺷﺪه 12/994( ﺑﻮد. ﺑﻨﺎﺑﺮاﯾﻦ، ﯾﺎدﮔﯿﺮي ﺧﺪﻣﺖﻣﺤﻮر داراي ﭘﯿﺎﻣﺪﻫﺎي ﻣﺘﻨﻮﻋﯽ ﺑﺮاي داﻧﺶآﻣﻮزان ﺑﻪﻋﻨﻮاﻧﺎراﺋﻪدﻫﻨﺪﮔﺎن ﺧﺪﻣﺎت ﺑﻪ ﺟﺎﻣﻌﻪ، ﺑﺮاي ﺟﺎﻣﻌﻪ ﺑﻪﻋﻨﻮان درﯾﺎﻓﺖﮐﻨﻨﺪه ﺧﺪﻣﺎت از داﻧﺶآﻣﻮزان و ﺑﺮاي ﻣﻌﻠﻤﺎن ﺑﻪﻋﻨﻮان ﺗﺴﻬﯿﻞﮐﻨﻨﺪه، ﺳﺎزﻣﺎندﻫﻨﺪه و ﻫﻤﺎﻫﻨﮓﮐﻨﻨﺪه ﯾﺎدﮔﯿﺮي اﺳﺖ.

The aim of this research was investigate the consequences of service-oriented learning in primary schools of Tehran city. This study in terms of purpose was applied and in terms of implementation method was mixed. In qualitative section among the university experts according to the principle of theoretical saturation, 20 people with purposeful sampling method and in quantitative section among the primary school teachers of Tehran city in 2018-2019 academic years (1600 people) according to Cochran's formula, 309 people were selected by cluster sampling method as sample. Data were collected in qualitative section through review of resources and semi-constructed interviews and in quantitative section through a researcher-made questionnaire (45 items). The reliability was obtained in qualitative section through intra-thematic agreement and in quantitative section, in addition to confirming the formal, content and structural validity, its reliability was obtained by Cronbach's alpha methods and combination above 0.93. Data were analyzed in qualitative section by content analysis and theoretical and open coding methods and in quantitative section by exploratory factor analysis method in SPSS software version 20. In qualitative section after reviewing the background and interviewing with experts, the indicators were identified and then designed the service-oriented learning questionnaire. In quantitative section the findings showed that the outcomes of service-oriented learning have three components of individual (25 indicators and explained variance of 29.879), school or organizational (9 indicators and explained variance of 13.277) and social (11 indicators and explained variance of 12.994).