پديد آورندگان :
پورشالچي، حسام دانشگاه آزاد اسلامي واحد تبريز، تبريز، ايران , شريفي رهنمو، سعيد دانشگاه بوعلي‌سينا، همدان، ايران , فتحي، آيت اله پژوهشگاه علوم انتظامي و مطالعات اجتماعي ناجا، تهران، ايران
كليدواژه :
تدريس , راهبردهاي مطالعه , آموزش الكترونيك , اشتياق تحصيلي , سرزندگي تحصيلي
چكيده فارسي :
هدف: پژوهش حاضر با هدف شناسايي ميزان اثربخشي تدريس با استفاده از راهبردهاي مطالعه به روش آموزش الكترونيك بر اشتياق تحصيلي و سرزندگي تحصيلي دانش‌آموزان انجام پذيرفت.
روش: پژوهش حاضر از نوع نيمه آزمايشي با طرح پيش آزمون و پس آزمون با گروه كنترل بود. جامعه آماري كليه دانش‌آموزان پسر يازدهم متوسطه شهر تبريز در سال تحصيلي 1399-1398 به تعداد 10412 نقر بودند كه از بين آن‌ها تعداد 36 نفر به روش تصادفي خوشه‌اي چند مرحله‌اي انتخاب و به صورت تصادفي در دو گروه 18 نفري آزمايش و كنترل قرار گرفتند. براي انجام پژوهش ابتدا در شرايط يكسان از هر دو گروه پيش آزمون با استفاده از پرسشنامه اشتياق تحصيلي Fredricks(2004) و سرزندگي تحصيليDehghanizadeh and Hossein Chari(2010) به عمل آمد و سپس بسته آموزشي راهبردهاي مطالعه به مدت 8 جلسه تهيه شده با استفاده از نرم‌افزار Camtasia sudio در فضاي مجازي به گروه آزمايش ارائه شد، درحالي كه در طول اين مدت گروه كنترل هيچ‌گونه مداخله‌اي را دريافت نكردند. پس از اتمام جلسات آموزشي بر روي گروه آزمايش از هر دو گروه در شرايط يكسان پس آزمون به عمل آمد.
يافته‌ها: نتايج تحليل كواريانس نشان داد كه آموزش راهبردهاي مطالعه سبب افزايش اشتياق تحصيلي و سرزندگي دانش‌آموزان مي‌شود. به طور كلي نتيجه اين پژوهش نشان داد براي افزايش اشتياق تحصيلي و سرزندگي در دانش‌آموزان، استفاده از آموزش راهبردهاي مطالعه موثر است.
چكيده لاتين :
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.
Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
