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تأثیر آموزش مبتنی بر ایفای نقش بر اشتیاق به برقراری ارتباط و عملکرد تحصیلی در درس جامعهشناسی | ||
| پژوهش‌های برنامه درسی | ||
| دوره 11، شماره 1 - شماره پیاپی 21، شهریور 1400، صفحه 287-308 اصل مقاله (366.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22099/jcr.2021.6333 | ||
| نویسندگان | ||
| سیروس منصوری* 1؛ امیر عباس قاسمیان2 | ||
| 1عضو هیأت علمی گروه علوم تربیتی دانشگاه اراک | ||
| 2کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی اردکان | ||
| چکیده | ||
| هدف از پژوهش حاضر ارزیابی تأثیر تدریس به شیوۀ ایفای نقش بر عملکرد تحصیلی و اشتیاق به ارتباط در درس جامعهشناسی در بین دانشآموزان دوره دوم متوسطه شهر یزد بود. پژوهش حاضر، آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه است. جامعۀ آماری پژوهش، کلیۀ دانشآموزان دوره متوسطه شهر یزد بودند که بهطور تصادفی یک مدرسه و تعداد 49 دانشآموز پسر انتخاب و به دو گروه کنترل و آزمایش تقسیم شدند. در نهایت پس از ریزش آزمودنیها 17 نفر بهعنوان گروه کنترل و 19 نفر بهعنوان گروه آزمایش مورد تحلیل قرار گرفتند. گروه کنترل به شیوه مرسوم و مبتنی بر سخنرانی و گروه آزمایش به شیوه ایفای نقش آموزش دیدند. ابزار جمع‌آوری دادهها شامل مقیاس اشتیاق به ارتباط مککروسکی و آزمون محقق ساخته عملکرد تحصیلی بود. به‌منظور تحلیل دادهها از آزمون تی مستقل استفاده شد. نتایج پژوهش نشان داد که عملکرد تحصیلی دانشآموزان در تدریس مبتنی بر ایفای نقش در مقایسه با تدریس سنتی بهصورت معنیداری افزایش یافته است. اما روش تدریس ایفای نقش در مقایسه با روش تدریس سنتی بر متغیر اشتیاق به ارتباط تأثیر معنیداری نداشت. بنابراین بر اساس نتایج پژوهش میتوان نتیجه گرفت که معلمان درس جامعهشناسی به‌منظور بهبود کیفیت یادگیری به‌جای استفاده از روشهای تدریس سنتی، تدریس خود را به شیوۀ ایفای نقش اجرا کنند. | ||
| کلیدواژه‌ها | ||
| اشتیاق به ارتباط؛ ایفای نقش؛ دانشآموزان متوسطه؛ عملکرد تحصیلی | ||
| مراجع | ||
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