بررسي مقايسه‌اي پيشرفت تحصيلي دانشجويان بر اساس نوع دوره‌هاي تحصيلي و سهميه‌هاي پذيرفته شده

A Comparative Study of Students’ Academic Progress based on the Type of Educational levels and Admitted Quota

آﻣﻮزش ﻋﺎﻟﯽ، ﻫﻤﻮاره ﺑﺎ ﻣﺸﮑﻼﺗﯽ در زﻣﯿﻨﮥ ﻣﺤﺪودﯾﺖﻫﺎي آﻣﻮزش و ﭘﮋوﻫﺶ روﺑﻪرو ﺑﻮده اﺳﺖ و ﺗﺤﻘﻖ اﻫﺪاف از ﭘﯿﺶ ﺗﻌﯿﯿﻦ ﺷﺪه ﺗﺎ ﺣﺪ زﯾﺎدي ﺑﺴﺘﮕﯽ ﻣﺴﺘﻘﯿﻢ ﺑﻪ ﻣﯿﺰان ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن دارد. در ﻫﻤﯿﻦ راﺳﺘﺎ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﻪ دﻧﺒﺎل ﺑﺮرﺳﯽ ﻣﻘﺎﯾﺴﻪاي ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﺑﺮ اﺳﺎس ﻧﻮع دورهﻫﺎي ﺗﺤﺼﯿﻠﯽ و ﺳﻬﻤﯿﻪﻫﺎي ﭘﺬﯾﺮﻓﺘﻪ ﺷﺪه ﻣﯽﺑﺎﺷﺪ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﻧﻤﻮﻧﻪاي از ﺑﯿﻦ ﺟﺎﻣﻌﻪ آﻣﺎري داﻧﺸﺠﻮﯾﺎن ﻣﺸﺮوط ﻧﯿﻢﺳﺎل اول ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398- 1397 داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ رودﻫﻦ در دو دورة ﮐﺎرداﻧﯽ وﮐﺎرﺷﻨﺎﺳﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﮔﺮدآوري اﻃﻼﻋﺎت ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﻨﺠﺶ ﺗﻔﮑّﺮ اﻧﺘﻘﺎدي اﺳﺖ ﮐﻪ ﻣﻮﺳﻮم ﺑﻪ آزﻣﻮن ﻧﻮﺷﺘﺎري ﺗﻔﮑّﺮ اﻧﺘﻘﺎدي ﻣﯽﺑﺎﺷﺪ . ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ و آزﻣﻮن ﻓﺮﺿﯿﻪﻫﺎي ﺗﺤﻘﯿﻖ از آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ و آزﻣﻮن T و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ در ﻧﺮم اﻓﺰار 25 SPSS اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺑﺮ اﺳﺎس ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه ﻣﯽﺗﻮان ﺑﯿﺎن ﮐﺮد ﮐﻪ آﻣﻮزش ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﺪون ﺗﺄﺛﯿﺮ ﻋﻮاﻣﻠﯽ ﻫﻤﭽﻮن ﺳﻬﻤﯿﻪ و دورة ﺗﺤﺼﯿﻠﯽ ﺑﺮ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ ﻣﯽﮔﺬارد. اﯾﻦ ﻧﺘﺎﯾﺞ ﺷﻮاﻫﺪي اﺳﺖ ﮐﻪ آﻣﻮزش ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﻪﻋﻨﻮان ﯾﮏ ﻋﺎﻣﻞ ﻣﺴﺘﻘﻞ ﻧﻘﺶ ﭼﺸﻤﮕﯿﺮ و ﺟﺪي در آﻣﻮزش و ﯾﺎدﮔﯿﺮي و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه اﯾﺠﺎد ﻣﯽﮐﻨﺪ.

Higher education has always faced problems and limitations in instruction and research and realization of its goals have greatly depended on students’ academic progress. Thus, the present study looked for a comparative study of students’ academic progress based on educational levels and admitted quota. To this end, a sample was drawn from the population of conditioned associate and bachelor students of the first semester in academic year 2018-2019 at Islamic Azad University, Roudehen Branch. Data collection instrument was the questionnaire of critical thinking which is known as writing test of critical thinking. In order to analyze the data, inferential statistics of t-test and analysis of variance were conducted via SPSS 25. The results indicated that teaching of critical thinking without the effect of quota and levels has a positive impact on critical thinking and academic progress. The findings provide evidence for the significant and independent role of critical thinking instruction in teaching, learning and academic progress of higher education students.