بررسی تأثیر آموزش‌‌کاوشگرانه‌ علوم با تلفیق فناوری سیار بر عملکرد تحصیلی دانش‌آموزان پایه پنجم ابتدایی با نقش میانجی انگیزش تحصیلی

نوع مقاله : علمی- پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشجوی کارشناسی ارشد تکنولوژی آموزشی، دانشگاه اصفهان، اصفهان، ایران

10.22055/edus.2022.38895.3291

چکیده

هدف پژوهش حاضر بررسی تأثیر آموزش‌‌کاوشگرانه‌ی علوم با تلفیق فناوری سیار بر عملکرد ‌تحصیلی دانش‌آموزان پایه پنجم ابتدایی با نقش میانجی انگیزش تحصیلی است. این پژوهش از نوع کاربردی است که از روش نیمه‌آزمایشی (طرح پیش‌آزمون و پس‌آزمون با گروه کنترل) بهره برد. جامعه آماری پژوهش، مدارس دولتی مقطع ابتدایی شهرستان شاهین شهر در سال تحصیلی 99-98 بود که از آن دو مدرسه با روش نمونه‌گیری خوشه‌ای انتخاب شدند. به‌منظور ارزیابی انگیزش دانش‌آموزان از پرسشنامه انگیزش یادگیری و برای سنجش عملکرد تحصیلی ایشان از آزمون محقق‌ساخته استفاده شد. روش تجزیه و تحلیل داده‌های پژوهش تحلیل مسیر بود و داده‌ها به کمک نرم افزار Amos مورد تحلیل قرار گرفت. بررسی اثرات مستقیم مدل مفهومی پژوهش نشان داد که آموزش کاوشگرانه علوم با تلفیق فناوری سیار بر زیرمقیاس انگیزش عمقی اثر مثبت و معنی‌داری دارد ولی تأثیر آن بر دو زیرمقیاس انگیزش سطحی و دستیابی به انگیزش معنی‌دار نیست. همچنین یافته‌های پژوهش نشان داد که روش آموزشی مورد استفاده بر عملکرد تحصیلی تأثیر مستقیم، مثبت و معنی‌داری ندارد. یافته‌ها درخصوص تاثیر ابعاد انگیزش بر متغیر عملکرد تحصیلی حاکی از آن است که انگیزش عمقی دانش‌آموزان تأثیر مثبت و معنی‌دار و دستیابی به انگیزش تاثیر منفی و معنی‌دار بر عملکرد تحصیلی دانش‌آموزان دارد، لیکن انگیزش سطحی بر عملکرد تحصیلی اثر معنی‌داری ندارد. با توجه به یافته‌های این پژوهش توصیه می‌شود که معلمان با انتخاب تکالیف موثق و مرتبط با دنیای واقعی و از طریق آموزش کاوشگرانه، به افزایش میزان انگیزش عمقی در دانش‌آموزان و به دنبال آن بهبود عملکرد تحصیلی آنان همت گمارند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation

نویسندگان [English]

  • Azam Esfijani 1
  • Maryam Faraji 2
1 Department of Education; Faculty of Education and Psychology; University of Isfahan; Isfahan; Iran.
2 M.A., University of Isfahan, Isfahan, Iran.
چکیده [English]

The aim of this study is to investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation.

Method
This study is an applied research which employed a quasi-experimental design. The research population of the study included all public elementary schools in Shahinshahr city in the academic year of 2019-2020 from which two schools were selected through cluster sampling method. In order to assess the motivation of students in this study, the learning motivation questionnaire was used and to assess the academic achievement of students, a researcher-made test was used. The method of research data analysis was path analysis and the data were analyzed using Amos software.

Results
The investigation of direct effects in the research conceptual model revealed that inquiry-based science education with the integration of mobile technology has a positive and significant effect on the deep motivation subscale, but its effect on the two subscales of surface motivation and achieving motivation is not significant. Also, the research findings showed that the educational method used has no direct, positive and significant effect on academic achievement. Findings regarding the effect of motivation dimensions on the academic achievement indicated that deep motivation of students has a positive and significant effect and achieving motivation has a negative and significant effect on students' academic achievement, but surface motivation has no significant effect on academic achievement. Regarding the indirect effects, the results showed that the indirect effect of inquiry-based science education with the integration of mobile technology with the mediating role of deep motivation, on the academic achievement of students is positive and significant. Inquiry-based science education with the integration of mobile technology with the mediating role of surface motivation and achieving motivation does not have a significant indirect effect on students' academic achievement.

Discussion
Based on the findings of this study, it is recommended that teachers by choosing authentic, relevant, real-world tasks through inquiry-based educational approach attempt to increase the level of deep motivation in students and then help them improve their academic achievement.

کلیدواژه‌ها [English]

  • Inquiry-based science education
  • academic achievement
  • academic motivation
  • mobile technology
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