نظارت والدين بر تكاليف درسي و اثربخشي آن بر پيشرفت تحصيلي درس املاء و رياضي

The Effect of Parental Monitoring of Children’s Homework on their Academic Achievement in Mathematics and Dictation

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ ﻧﻈﺎرت واﻟﺪﯾﻦ ﺑﺮ ﺗﮑﺎﻟﯿﻒ درﺳﯽ و ﭘﯿﺸـﺮﻓﺖ ﺗﺤﺼـ ﯿﻠﯽ داﻧﺶآﻣﻮزان در درس اﻣﻼء و رﯾﺎﺿﯽ ﭘﺎﯾﻪ ﭼﻬﺎرم ﻣـﺪارس اﺑﺘـﺪا ﯾﯽ ﭘﺴـﺮاﻧﻪ ﺷﻬﺮﺳـﺘﺎن ﺳـ ﯿﺮﺟﺎن ﺑﻮد. روش: روش ﭘﮋوﻫﺶ ازﺟﻤﻠﻪ ﭘﮋوﻫﺶﻫﺎي ﺷﺒﻪ آزﻣﺎﯾﺸﯽ از ﻧﻮع ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن ﺑﺎ ﮔـﺮوه ﮔﻮاه اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﭼﻬﺎرم ﻣﺪارس اﺑﺘﺪاﯾﯽ ﭘﺴﺮاﻧﻪ ﺷﻬﺮﺳـﺘﺎن ﺳــﯿﺮﺟﺎن )4321 N=( در ﺳــﺎل ﺗﺤﺼــﯿﻠﯽ 1392-93 ﺑــﻮد. ﺣﺠــﻢ ﻧﻤﻮﻧــﻪ ﻣﺘﺸــﮑﻞ از 60 ﻧﻔــﺮ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﭘﺎﯾﻪ ﭼﻬﺎرم اﺑﺘﺪاﯾﯽ ﺑﻮده اﺳﺖ ﮐﻪ 30 ﻧﻔﺮ آنﻫﺎ ﮔﺮوه آزﻣﺎﯾﺶ و 30 ﻧﻔـﺮ ﮔـﺮو ه ﮔـﻮاه ﺑــﻮده اﺳــﺖ و ﺑــﺎ روش ﻧﻤﻮﻧــﻪ ﮔﯿــﺮي ﺧﻮﺷــﻪاي ﭼﻨﺪﻣﺮﺣﻠــﻪاي اﻧﺘﺨــﺎبﺷــﺪه اﺳــﺖ. اﺑــﺰار اﻧﺪازهﮔﯿﺮي ﺑﻪﮐﺎررﻓﺘﻪ در اﯾﻦ ﺗﺤﻘﯿﻖ آزﻣﻮن ﻣﻌﻠﻢ ﺳﺎﺧﺘﻪ درس اﻣﻼ و رﯾﺎﺿﯽ ﺑـﻮد ﮐـﻪ روا ﯾـﯽ و ﭘﺎﯾﺎﯾﯽ آنﻫﺎ ﻣﻮرد ﺗﺎﺋﯿﺪ ﻗﺮارﮔﺮﻓﺘﻪ اﺳﺖ. ﺑﺮاي ﺗﺠﺰﯾﻪوﺗﺤﻠﯿـﻞ آﻣـﺎر ي دادهﻫـﺎ از روش ﻫـ ﺎي آﻣـﺎر ﺗﻮﺻﯿﻔﯽ )ﻣﯿﺎﻧﮕﯿﻦ و اﻧﺤﺮاف اﺳﺘﺎﻧﺪارد( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ( اﺳﺘﻔﺎدهﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼـ ﯿﻠﯽ داﻧـﺶ آﻣـﻮزان در ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد و ﻣﯿﺰان ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼـ ﯿﻠﯽ داﻧـﺶ آﻣـﻮزا ﻧﯽ ﮐﻪ واﻟﺪﯾﻨﺸﺎن ﺑﺮ ﺗﮑﺎﻟﯿﻒ درﺳﯽ آنﻫﺎ ﻧﻈﺎرت دارﻧﺪ ﻧﺴﺒﺖ ﺑﻪ داﻧـﺶ آﻣـﻮزا ﻧﯽ ﮐـﻪ واﻟﺪ ﯾﻨﺸـﺎن ﺑـﺮ ﺗﮑﺎﻟﯿﻒ درﺳﯽ آنﻫﺎ ﻧﻈﺎرت ﻧﺪارﻧﺪ در درس اﻣﻼ ﭘﺎﯾﻪ ﭼﻬﺎرم اﺑﺘﺪاﯾﯽ ﺑﺎﻻﺗﺮ اﺳﺖ. ﻫﻤﭽﻨﯿﻦ ﻣﯿﺰان ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزاﻧﯽ ﮐﻪ واﻟﺪﯾﻨﺸﺎن ﺑﺮ ﺗﮑﺎﻟﯿﻒ درﺳﯽ آنﻫﺎ ﻧﻈﺎرت دارﻧـﺪ ﻧﺴـﺒﺖ ﺑـﻪ داﻧﺶآﻣﻮزاﻧﯽ ﮐﻪ واﻟﺪﯾﻨﺸﺎن ﺑﺮ ﺗﮑﺎﻟﯿﻒ درﺳﯽ آنﻫﺎ ﻧﻈﺎرت ﻧﺪارﻧﺪ در درس رﯾﺎﺿﯽ ﺑﺎﻻﺗﺮ اﺳﺖ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺮ اﺳﺎس ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗـﻮان ﮔﻔـﺖ ﮐـﻪ ﻧﻈـﺎرت واﻟـﺪ ﯾﻦ ﺑـﺮ ﺗﮑـﺎ ﻟﯿﻒ درﺳﯽ داﻧﺶآﻣﻮزان ﺑﺮ ﻣﯿﺰان ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان در درس اﻣﻼ و رﯾﺎﺿﯽ ﺗﺄﺛﯿﺮ دارد.

This study aims to examine the effect of parental supervision of students’ homework on the academic achievements of fourth grade male students in spelling and mathematics in elementary schools in Sirjan town. This is a quasi-experimental, control group study with a pre-test, post-test design. The statistical population included all 4th grade male students of Sirjan elementary schools (N=4321) within the 2013-2014 academic year. A total of 60 male students were selected through cluster random sampling method and were randomly assigned to the treatment and control groups of thirty members. Measuring instruments used in this study consisted of teacher-made spelling and math tests, the validity and reliability of which were verified. Data was analyzed through using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). Research findings show that there is a significant difference between students’ mean scores of academic achievement in the experimental and control groups. Furthermore, students supervised by parents revealed higher academic achievement in spelling than those in the control group. According to research findings, it may be stated that parental monitoring of students’ assignments influences their spelling and math achievements.