اثر بخشي آموزش متقابل و چرخۀ تفكر بر خودكارآمدي تحصيلي و انگيزش تحصيلي دانش‌آموزان

The comparison of the effectiveness reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz

مقدمه: با توجه به اهميت دو متغير خودكارآمدي تحصيلي و انگيزش تحصيلي در يادگيري دانش ­آموزان، استفاده از روش ­هاي آموزش متقابل و چرخه تفكر براي دست‌يابي دانش‌آموزان به اين دو متغير، مهم ­و ضروري است. آموزش متقابل و چرخه تفكر از روش‌هايي هستند كه مي‌توانند موجب خود تنظيمي و ارتقاي پيشرفت تحصيلي دانش‌آموزان در دروس مختلف گردند.از اين روهدف پژوهش حاضر مقايسۀ تأثير آموزش متقابل و چرخۀ تفكر بر خودكارآمدي تحصيلي و انگيزش تحصيلي دانش‌آموزان دانش‌آموزان دوره ابتدايي بود. روش: روش پژوهش نيمه آزمايشي با طرح پيش آزمون – پس آزمون و گروه گواه بود، كه از جامعۀ دانش­آموزان پسر پايه ششم شهردهلران، 34 دانش­آموز با استفاده از روش نمونه‌گيري خوشه ­اي انتخاب شدند. ابزارهاي پژوهش، شامل پرسشنامه­هاي خودكارآمدي تحصيلي و انگيزش تحصيلي بود. تجزيه و تحليل داده‌ها با روش تحليل كوواريانس چندمتغيري با استفاده از نرم‌افزارSPSS-22 انجام شد. نتايج: نتايج نشان داد آموزش متقابل و چرخۀ تفكر بر افزايش دانش خودكارآمدي تحصيلي (Partial ŋ2= 0/61، F= 106/73, P=0/001 ) تأثير معناداري داشت، همچنين، آموزش متقابل و چرخۀ تفكر بر افزايش انگيزش تحصيلي (Partial ŋ2= 0/57، F= 100/81, P=0/001 ) تأثير معناداري داشت، اما بين اثربخشي آموزش متقابل و چرخۀ تفكر بر خودكارآمدي تحصيلي و انگيزش تحصيلي دانش ­آموزان تفاوت معناداري وجود نداشت (0/05p(. ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﭘﮋوﻫﺶ ﺣﺎ ﺿﺮ ﻧﺸﺎن داد آﻣﻮزش ﻣﺘﻘﺎﺑﻞ ﻣﯿﺰان ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤ ﺼﯿﻠﯽ و اﻧﮕﯿﺰش ﺗﺤ ﺼﯿﻠﯽ داﻧﺶآﻣﻮزان را ﺑﻬﺒﻮد ﻣﯽﺑﺨﺸـﺪ، ﻫﻤﭽﻨﯿﻦ ﭼﺮﺧﻪ ﺗﻔﮑﺮ، ﺧﻮد ﮐﺎرآﻣﺪي و اﻧﮕﯿﺰش ﭘﯿﺸـﺮﻓﺖ ﺗﺤﺼـﯿﻠﯽ داﻧﺶ آﻣﻮزان را اﻓﺰاﯾﺶ ﻣﯽ دﻫﺪ.

Introduction: Considering the importance of two variables of academic self-efficacy and academic motivation in students 'learning, the use of mutual learning methods and the thinking cycle for students to achieve these two variables is important and necessary. Mutual education and thought cycle are some of the methods that can lead to self-regulation and improve students' academic achievement in different subjects. The aim of this study was to compare the effect of mutual education and the thinking cycle on academic self-efficacy and academic motivation of elementary level students. Method: The research method was quasi-experimental with a pre-test-post-test design and a control group. From the sixth-grade male student population in the city of Dehloran, 34 students were selected using cluster sampling. Research tools included academic self-efficacy and academic motivation questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. Results: The results showed that mutual education and the thinking cycle had a significant effect on increasing knowledge of academic self-efficacy (Partial ŋ2 =0.61, p=0.001, F=106.73). Also, mutual education and thinking cycle increased academic motivation (57 Partial ŋ 0.2, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of mutual education and thinking cycle on academic self-efficacy and students' academic motivation (p <0.05). Discussion: The present study showed that mutual education improves students' academic self-efficacy and academic motivation, as well as increases the thinking cycle, self-efficacy, and motivation of students' academic achievement.