نوع مقاله : علمی- پژوهشی

نویسندگان

1 استادیار، دانشگاه فرهنگیان، اهواز، ایران.

2 رئیس پژوهشکده تعلیم و تربیت استان خوزستان، اهواز، ایران.

10.22055/edus.2024.46127.3565

چکیده

هدف پژوهش حاضر بررسی اثربخشی روش تدریس مبتنی بر رویکرد سازنده‌گرایی بر انگیزش پیشرفت، پیشرفت تحصیلی و عملکرد خواندن دانش‌آموزان پایه پنجم ابتدایی شهر اهواز بود. طرح پژوهش حاضر نیمه آزمایشی از نوع پیش‌آزمون-پس‌آزمون-پیگیری با گروه آزمایش و کنترل است. جامعه آماری پژوهش شامل کلیه دانش‌آموزان پسر پایه پنجم ابتدایی شهر اهواز در سال تحصیلی 1403-1402 می‌باشد که از طریق روش نمونه‌گیری خوشه‌ای چند مرحله‌ای دو کلاس (هر کلاس 25 نفر) انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار پژوهش شامل پرسشنامه انگیزش پیشرفت (Hermans)، پرسشنامه پیشرفت تحصیلی (Pham & Taylor) و آزمون استاندارد عملکرد خواندن و نارساخوانی (Karmi Nouri & Moradi) بود. تعداد جلسات و موضوعات تدریس در هر دو کلاس یکسان بوده و تنها در نوع روش تدریسی که اعمال شده است، تفاوت داشته‌اند. در گروه اول روش تدریس مبتنی بر سازنده‌گرایی و در گروه دوم روش سخنرانی اجرا گردید. در این پژوهش به منظور آزمون فرضیه‌ها از تحلیل واریانس اندازه‌های تکراری استفاده شده است. نتایج نشان داد که روش تدریس سازنده‌گرایی بر بهبود انگیزش پیشرفت، پیشرفت تحصیلی و عملکرد خواندن دانش‌آموزان مؤثر می‌باشد. روش تدریس مبتنی بر رویکرد سازنده‌گرایی روشی کارا در ایجاد انگیزش پیشرفت، پیشرفت تحصیلی و عملکرد خواندن دانش‌آموزان است. پیشنهاد می‌شود دوره‌های آموزشی روش تدریس مبتنی بر رویکرد سازنده‌گرایی را برای معلمان در نظر گرفته شود. اینکه برخی از معلمان به علت عادت کردن به روش‌های سنتی نسبت به شیوه‌های نوین تدریس کمی مقاومت نشان دادند از جمله محدودیت‌های این پژوهش بود.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Effectiveness of the Teaching Methods Based on the Constructivist Approach on Achievement Motivation, Academic Achievement, and Reading Performance of Fifth-grade Students in Ahvaz

نویسندگان [English]

  • Hassan Jorfi 1
  • gholamhossien ebadi 2

1 Assistant professor, Farhangian University, Ahvaz, Iran.

2 Head of the Institute of Education in Khuzestan province., Ahvaz, Iran.

چکیده [English]

Introduction
The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
 
Method
The current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth-grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans's (1970) achievement motivation questionnaire, Pham and Taylor's (1999) academic achievement questionnaire, and Karami Nouri and Moradi's (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in the teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism, and in the second group, the lecture method was implemented. In this research, to test the hypotheses, repeated measures variance analysis has been used.
Results
The results showed that the constructivist teaching method is effective in improving students' achievement motivation, academic achievement, and reading performance.
 
Discussion
The teaching method that follows the constructivist approach is effective in motivating students and enhancing their academic achievement and reading performance. It is recommended that teacher training courses incorporate the constructivist approach. However, one limitation of this research was that some teachers demonstrated resistance to new teaching methods, as they were accustomed to traditional approaches.
 

کلیدواژه‌ها [English]

  • The Teaching Method based on the Constructivist Approach
  • Achievement motivation
  • Academic Achievement
  • and Reading Performance
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