بررسي تاثير الگوي فعال بديعه‏پردازي و يادسپاري بر پيشرفت تحصيلي دانش آموزان

Surveying the Influence of Innovative and Memorizing Pattern on Students’ Educational Attainment

تحقيق حاضر با هدف بررسي تاثير الگوي فعال بديعه‏پردازي و يادسپاري بر پيشرفت تحصيلي دانش آموزان انجام گرديده است. روش تحقيق آمايشي بوده و با بكارگيري طرح پيش‏آزمون و پس‎آزمون با گروه كنترل انجام گرفت. با استفاده از نمونه گيري تصادفي خوشه اي، سه كلاس از بين كلاس هاي مناطق مختلف استان كهگيلويه و بويراحمد، به عنوان نمونه انتخاب گرديد و به روش تصادفي ساده، به گروه هاي آزمايش و كنترل تقسيم گرديدند. براي سنجش پيشرفت تحصيلي از آزمون هاي پيشرفت تحصيلي استاندارد شده، كه روايي آن به روش محتوايي و با استفاده از نظر متخصصان تامين و تعيين شده است و پاياي آن با اجراي آزمايشي و از طريق فرمول آلفاي كرونباخ، به دست آمده كه مقدار آن با نرم‎افزار (SPSS) 75/0 برآورد گرديد. پس از دو ماه برگزاري كلاس درس به روش بديعه‏پردازي و يادسپاري و تحليل داده ها با آزمون t، نتايج نشان مي دهد كه اختلاف معنادار آماري بين پيش‎آزمون گروه هاي آزمايش وگواه، وجود ندارد اما بين پس آزمون گروه كنترل و گروه هاي آزمايش، تفاوت معنادار آماري وجود دارد، يعني روش فعال بديعه پردازي و يادسپاري نسبت به روش قبلي (سنتي) در پيشرفت تحصيلي، تاثير قابل ملاحظه اي داشته اند.

This research has been done on purpose of surveying the influence of active pattern of innovative and memorizing on students’ educational attainment. The research method was a experimental study, and it was done by pre-test and post-test pattern with control group. By using cluster random sampling method, three classes were selected as samples among different classes of Kohkiloye- va- Boyerahmad province. Control and experimental groups were divided according to simple random method. For studying students’ progress, analyzing was edited that its validity was determined by analytic method and using experts’ viewpoints. In addition, its reliability was estimated by experimental implementation through alpha; moreover, its value is determined 0.75 by SPSS software. After two months holding classes by using memorizing and innovative methods for experimental groups and analyzing data with T-test, obtained results showed that there was significance difference between pre-test and post-test in two groups. It means that memorizing method and innovative method have been effective in student’s educational attainment as a result. With using T-test, it was observed that there wasn’t any statistical significant difference for pre-test within both control and experimental groups; however, there was statistical considerable difference for post-test between control group and experiment groups. Consequently, it means that active memorizing and innovative methods were more influential in educational attainment rather than traditional method.