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تاثیر انجام خطاهای عمدی یادگیری بر حافظه کاری و عملکردی تحصیلی دانش‌آموزان دختر دوره متوسطه دوم

نوع مقاله : مقاله پژوهشی

نویسندگان
1 کارشناسی ارشد، گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران
2 استاد، گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران.
3 دانشیار، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران.
چکیده
زمینه و هدف: هدف پژوهش حاضر تعیین تاثیر انجام خطاهای عمدی یادگیری بر حافظه کاری و عملکرد تحصیلی دانش‌آموزان دختر دوره متوسطه دوم بود. روش پژوهش: . روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه گواه بود. جامعه آماری شامل تمام دانش‌آموزان دوره متوسطه دوم شهرستان چگنی در سال تحصیلی 1402- 1401 بود. از جامعه آماری مذکور تعداد 30 نفر که شرایط ورود به پژوهش را داشتند به روش نمونه‌گیری در دسترس، انتخاب و در دو گروه آزمایش (15 نفر) و گواه (15 نفر) به صورت تصادفی گمارش شدند. ابزار پژوهش مقیاس حافظه کاری دانیمن و کارپنتر (1980) و آزمون مداد کاغذی محقق ساخته جهت سنجش عملکرد تحصیلی دانش‌آموزان بود. روش‌های آماری مورد استفاده در این پژوهش شامل آمار توصیفی(میانگین، انحراف معیار) و آمار استنباطی (تحلیل کواریانس چند متغیره) بود. داده‌ها در قالب نرم‌افزار SPSS نسخه 26 تجزیه و تحلیل شد. یافته‌ها: نتایج پژوهش نشان داد که بین نمرات پیش‌آزمون و پس‌آزمون گروه آزمایش در مقایسه با گروه گواه برای متغیر عملکرد تحصیلی تفاوت معناداری وجود داشت (01/0P<، 317/69F=) اما برای متغیر حافظه کاری تفاوت معناداری وجود نداشت (647/0P=، 214/0F=). نتیجه‌گیری: بر اساس یافته‌های حاضر می‌توان نتیجه گرفت که انجام خطاهای عمدی یادگیری موجب افزایش عملکرد تحصیلی می‌شود ولی تأثیری بر حافظه کاری ندارد.
کلیدواژه‌ها

عنوان مقاله English

The effect of making deliberate errors learning on working memory and academic performance of girl students of the high school

نویسندگان English

Erfan Bahrami 1
Ezatolah Ghadampour 2
mohammad abasi 3
1 Master&#039;s, Psychology Department, Lorestan University, Khorramabad, Iran
2 Professor, Psychology Department, Lorestan University, Khorramabad, Iran.
3 Associate Professor, Department of Psychology, Lorestan University. Khorramabad. Iran
چکیده English

Background and purpose: The purpose of the present study was to determine the effect of making deliberate errors learning on working memory and academic performance of girl students of the high school. research method: The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year 2022-2023. From the statistical population of 30 people who meet the conditions for entering the research, they were selected by random sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. Working memory research tool of Daneman and Carpenter (1980) and the paper-pencil test made by the researcher to measure the academic performance of students. The statistical methods used in this research included descriptive statistics (mean, deviation) and inferential statistics (multivariate covariance analysis). The data was analyzed in SPSS software version 26. Findings: The results of the research showed that there was a significant difference between the pre-test and post-test scores of the experimental group compared to the control group for academic performance (P<0.01, F=69.317), but there was no significant difference for the difference (P=0.647, F=0.214). Conclusion: Based on the present findings, it can be concluded that making deliberate errors learning increases academic performance, but does not affect working memory.

کلیدواژه‌ها English

Deliberate errors
Working memory
Academic performance
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