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مقایسه اثربخشی آموزش راهبردهای شرح و بسط پایه و پیچیده بر عملکرد تحصیلی زبان انگلیسی دانشآموزان دختر | ||
راهبردهای شناختی در یادگیری | ||
مقاله 1، دوره 12، شماره 23، 1403، صفحه 1-17 اصل مقاله (399.76 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2024.28443.2630 | ||
نویسنده | ||
سید رسول عمادی* | ||
دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران | ||
چکیده | ||
هدف: دانشآموزان در نظام آموزشی از راهبردهای مختلف یادگیری برای تحقق بخشیدن به یادگیری خود استفاده میکنند. مرور پیشینه پژوهشی اهمیت راهبردهای یادگیری در سطوح مختلف آموزشی را تأیید کرده است. لذا هدف پژوهش حاضر، آموزش راهبردهای شرح و بسط پایه و پیچیده بر عملکرد تحصیلی زبان انگلیسی دانشآموزان دختر بود. روش: روش پژوهش نیمه آزمایشی با طرح گروه کنترل نابرابر بود. جامعه آماری شامل کلیه دختران مدارس دولتی پایه نهم ناحیه یک شهرستان همدان بود که تعداد 90 نفر انتخاب و در سه گروه 30 نفره (دو گروه آزمایش و یک گروه کنترل) جایگزین شدند. به گروه آزمایش اول راهبرد شرح و بسط پایه و به گروه آزمایش دوم راهبرد شرح و بسط پیچیده آموزش داده شد و گروه کنترل از روش مرسوم آموزش استفاده کرد. جهت جمعآوری دادهها از ابزار معلم ساخته در درس زبان انگلیسی استفاده شد. یافتهها: نتایج تحلیل کوواریانس نشان داد که آموزش راهبردهای شرح و بسط پایه (F=37.22, p<0.01) و پیچیده (F=60.71, p<0.01) بر افزایش عملکرد تحصیلی زبان انگلیسی تأثیر معناداری دارند. همچنین نتایج آزمون بنفرونی در مورد مقایسه اثربخشی راهبرها نشان داد اثربخشی راهبردهای شرح و بسط پیچیده نسبت به شرح و بسط پایه بر عملکرد زبان انگلیسی بیشتر است (p<0.01). نتیجهگیری: یافتهها نشان داد راهبردهای شرح و بسط پایه و پیچیده بر عملکرد زبان انگلیسی مؤثر هستند و اثربخشی راهبرد شرح و بسط پیچیده بیشتر بود لذا پیشنهاد میشود معلمان از این راهبردها در جهت بهبود یادگیری زبان انگلیسی دانشآموزان استفاده کنند. | ||
کلیدواژهها | ||
راهبردهای یادگیری؛ عملکرد تحصیلی زبان انگلیسی؛ دانشآموزان | ||
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