بررسي رابطه برنامه درسي پنهان با درگيري تحصيلي و مهارت هاي ارتباطي دانش آموزان

Investigating the relationship between hidden curriculum and students' academic engagement and communication skills

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫــﺪف ﺑﺮرﺳــﯽ راﺑﻄــﻪ ﺑﺮﻧﺎﻣــﻪ درﺳــﯽ ﭘﻨﻬــﺎن ﺑــﺎ درﮔﯿــﺮي ﺗﺤﺼــﯿﻠﯽ و ﻣﻬــﺎرت ﻫﺎي ارﺗﺒﺎﻃﯽ داﻧﺶ آﻣﻮزان اﻧﺠــﺎم ﺷــﺪ. روش: اﯾــﻦ ﭘــﮋوﻫﺶ ﺑــﻪ ﻟﺤــﺎظ ﻫــﺪف، ﮐــﺎرﺑﺮدي و ﺑــﻪ ﻟﺤــﺎظ روش ﮔــﺮدآوري داده ﻫــﺎ، از ﻧــﻮع ﺗﻮﺻــﯿﻔﯽ- ﻫﻤﺒﺴــﺘﮕﯽ اﺳــﺖ. ﻧﻤﻮﻧــﻪ ﭘــﮋوﻫﺶ ﺷــﺎﻣﻞ 230ﻧﻔــﺮ از داﻧﺶ آﻣــﻮزان دﺧﺘــﺮ دوره ﻣﺘﻮﺳــﻄﻪ دوم ﺷﻬﺮﺳــﺘﺎن اﯾــﻮان ﻏــﺮب، از ﺟﺎﻣﻌــﻪ آﻣــﺎري 550 ﻧﻔــﺮ، اﺳــﺖ ﮐــﻪ ﺑــﺎ روش ﻧﻤﻮﻧــﻪ ﮔﯿــﺮي ﺗﺼــﺎدﻓﯽ ﻃﺒﻘــﻪ اي و ﺑﺮاﺳــﺎس ﺟــﺪول ﻣﻮرﮔــﺎن اﻧﺘﺨــﺎب ﺷــﺪﻧﺪ. اﺑــﺰار ﮔــﺮدآوري داده ﻫــﺎ، ﭘﺮﺳــﺶ ﻧﺎﻣــﻪ ي ﻣﺤﻘــﻖ ﺳــﺎﺧﺘﻪ ﺑﺮﻧﺎﻣــﻪ درﺳــﯽ ﭘﻨﻬــﺎن ﭘﺎﺷــﺎزاده، ﭘﺮﺳﺸــﻨﺎﻣﻪ ﻣﻬــﺎرت ﻫــﺎي ارﺗﺒــﺎﻃﯽ ﺟﺮاﺑــﮏ و ﭘﺮﺳﺸــﻨﺎﻣﻪ ﻫــﺎي راﻫﺒﺮدﻫــﺎي ﯾــﺎدﮔﯿﺮي ﺧــﻮد ﺗﻨﻈﯿﻤــﯽ ﺗﺤﺼــﯿﻠﯽ ﭘﯿﻨﺘــﺮﯾﭻ و دي ﮔــﺮوت ﺑــﻪ ﻫﻤــﺮاه ﭘﺮﺳﺸــﻨﺎﻣﻪ دوﭘــﯽ راﯾــﺖ و ﻣــﺎرﯾﻦ ﺑــﺮاي ﺳــﻨﺠﺶ ﻣﯿــﺰان درﮔﯿــﺮي ﺗﺤﺼﯿﻠﯽ، ﻣﯽ ﺑﺎﺷﻨﺪ. ﯾﺎﻓﺘـﻪ ﻫـﺎ: ﯾﺎﻓﺘــﻪ ﻫــﺎي ﺣﺎﺻــﻞ از آزﻣــﻮن ﻫﻤﺒﺴــﺘﮕﯽ ﮐــﺎﻧﻮﻧﯽ ﺣــﺎﮐﯽ از ﺗﺄﯾﯿــﺪ راﺑﻄــﻪ ﻣﻌﻨــﺎدار ﺑــﯿﻦ ﺑﺮﻧﺎﻣــﻪ ي درﺳــﯽ ﭘﻨﻬــﺎن ﺑــﺎ درﮔﯿــﺮي ﺗﺤﺼــﯿﻠﯽ داﻧــﺶ آﻣــﻮزان و ﻋــﺪم راﺑﻄــﻪ ﻣﻌﻨﺎدار ﺑــﺎ ﻣﻬــﺎرت ﻫــﺎي ارﺗﺒــﺎﻃﯽ آﻧــﺎن اﺳــﺖ. ﻫﻤﭽﻨــﯿﻦ، در ﺑﺮرﺳــﯽ ﺳــﻬﻢ ﻫــﺮ ﯾــﮏ از ﻣﺆﻟﻔــﻪ ﻫــﺎي ﺑﺮﻧﺎﻣﻪ درﺳــﯽ ﭘﻨﻬــﺎن در ﭘــﯿﺶ ﺑﯿﻨــﯽ درﮔﯿــﺮي ﺗﺤﺼــﯿﻠﯽ و ﻣﻬــﺎرت ﻫــﺎي ارﺗﺒــﺎﻃﯽ، ﺑــﺮ اﺳــﺎس ﻧﺘــﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿــﻞ رﮔﺮﺳــﯿﻮن ﮔــﺎم ﺑــﻪ ﮔــﺎم، ﮐــﻨﺶ ﻣﺘﻘﺎﺑــﻞ )داﻧــﺶ آﻣــﻮز - ﻣﻌﻠــﻢ( ﺗﻨﻬــﺎ ﻣﺆﻟﻔــﻪ ﭘــﯿﺶ ﺑــﯿﻦ از ﺑﺮﻧﺎﻣــﻪ درﺳــﯽ ﭘﻨﻬــﺎن ﺑــﻮد ﮐــﻪ ﺑــﺎ 10درﺻــﺪ ﻗــﺪرت ﺗﺒﯿــﯿﻦ ﺑــﺎ درﮔﯿــﺮي ﺗﺤﺼــﯿﻠﯽ داﻧــﺶ آﻣــﻮزان راﺑﻄــﻪ دارد و ﺑــﻪ ﻫﻤــﯿﻦ ﺷــﯿﻮه، ﻣﺆﻟﻔــﻪ ﻫــﺎي ﮐــﻨﺶ ﻣﺘﻘﺎﺑــﻞ و ﺳــﺎﺧﺘﺎر ﺳــﺎزﻣﺎﻧﯽ از ﺑﺮﻧﺎﻣــﻪ درﺳﯽ ﭘﻨﻬﺎن، ﺑــﻪ ﯾــﮏ اﻧــﺪازه ﺑــﺎ 4 درﺻــﺪ ﻗــﺪرت ﺗﺒﯿــﯿﻦ ) 8 درﺻــﺪ در ﻣﺠﻤــﻮع( ﺑــﺎ ﻣﻬــﺎرت ﻫــﺎي ارﺗﺒﺎﻃﯽ داﻧﺶ آﻣﻮزان راﺑﻄﻪ دارﻧﺪ.

The present research was conducted with the aim of investigating the relationship between hidden curriculum and students' academic engagement and communication skills. Methods: This research is applied in terms of purpose and descriptive-correlation in terms of data collection method. The sample of the study includes 230 female students of 2nd grade high school, selected from a population of 550 students, at the city of Iven-e Gharb and was chosen by stratified random sampling according to Morgan table. The data collection tools are the researcher's questionnaire made by Pashazadeh's hidden curriculum, Jarbak's communication skills questionnaire, Pintrich's and De Groot's academic self-regulation learning strategies questionnaires, along with Dupyright's and Marin's questionnaire to measure the level of academic engagement. Findings: The findings of the focal correlation test indicate the confirmation of a significant relationship between the hidden curriculum and students' academic engagement and no significant relationship with their communication skills. Also, in examining the contribution of each hidden curriculum component in predicting academic engagement and communication skills, based on the results of step-by-step regression analysis, interaction (student-teacher) is the only predictive component of the hidden curriculum. It was related with 10% of explanatory power to students' academic engagement and in the same way, the components of interaction and organizational structure of the hidden curriculum, equally with 4% of explanatory power (8% in total) with knowledge communication skills.