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مقایسه اثربخشی روش‌های تدریس یادگیری مشارکتی و ایفای نقش بر اشتیاق تحصیلی و سازگاری اجتماعی در درس مطالعات اجتماعی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار، گروه روانشناسی، موسسه آموزش عالی تابران، مشهد، ایران
2 دانشجوی کارشناسی ارشد روانشناسی شخصیت، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
3 استادیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران
4 استادیار، گروه علوم تربیتی، واحد مهاباد، دانشگاه آزاد اسلامی، مهاباد، ایران
5 دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
چکیده
زمینه و هدف: روش‌های تدریس نقش مهمی در موفقیت تحصیلی و اجتماعی دانش‌آموزان دارد. بنابراین، هدف این مطالعه مقایسه اثربخشی روش‌های تدریس یادگیری مشارکتی و ایفای نقش بر اشتیاق تحصیلی و سازگاری اجتماعی در درس مطالعات اجتماعی بود.

روش پژوهش: مطالعه حاضر نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعه پژوهش دانش‌آموزان دختر پایه ششم ابتدایی شهر اهواز در سال تحصیلی 03-1402 بودند که 60 نفر با روش نمونه‌گیری خوشه‌ای به‌عنوان نمونه انتخاب و به روش تصادفی در سه گروه مساوی جایگزین شدند. هر یک از گروه‌های آزمایش هشت هفته با روش‌های تدریس یادگیری مشارکتی و ایفای نقش و گروه کنترل با روش تدریس متداول آموزش دیدند. داده‌ها با مقیاس اشتیاق تحصیلی فردریکز و همکاران (2004) و پرسشنامه سازگاری اجتماعی بل (1961) گردآوری و با آزمون تحلیل کوواریانس چندمتغیری و آزمون تعقیبی بونفرونی در نرم‌افزار SPSS-25 تحلیل شدند.

یافته‌ها: نتایج نشان داد که هر دو روش تدریس یادگیری مشارکتی و ایفای نقش در مقایسه با گروه کنترل باعث افزایش میانگین نمره اشتیاق تحصیلی و کاهش میانگین نمره سازگاری اجتماعی دانش‌آموزان شدند (001/0P<)، اما بین گروه‌های آزمایش روش‌های تدریس یادگیری مشارکتی و ایفای نقش در بهبود اشتیاق تحصیلی و سازگاری اجتماعی آنان هیچ تفاوت معنی‌داری وجود نداشت (05/0P>).

نتیجه‌گیری: با توجه به نتایج، برای بهبود اشتیاق تحصیلی و سازگاری اجتماعی دانش‌آموزان می‌توان از روش‌های تدریس یادگیری مشارکتی و ایفای نقش بهره برد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Comparing the Effectiveness of Cooperative Learning and Role Playing Teaching Methods on Academic Engagement and Social Adjustment in the Social Studies Course

نویسندگان English

Asma Fooladi 1
Shima Khandehjam 2
Narges Khatoon Zabihi Hesari 3
Fatemeh Sarami Foroshani 2
Parivash Mohammadi Gheshlagh 4
Farahnaz Jameinezhad 5
1 Assistant Professor, Department of Psychology, Tabaran Institute of Higher Education, Mashhad, Iran
2 MA Student of Personality Psychology, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
4 Assistant Professor, Department of Educational Science, Mahabad Branch, Islamic Azad University, Mahabad, Iran
5 PhD of Educational Psychology, Faculty of Educational Science and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده English

Background and aim: Teaching methods play an important role in the academic and social success of students. Therefore, the aim of this study was comparing the effectiveness of cooperative learning and role playing teaching methods on academic engagement and social adjustment in the social studies course.

Research methods: The present study was quasi-experimental with a pretest and posttest design with a control group. The research population was the sixth grade elementary female students of Ahvaz city in 2023-24 academic years, which 60 people were selected as a sample by cluster sampling method and randomly replaced in three equal groups. Each of the experimental groups was trained for eight weeks with cooperative learning and role playing teaching methods, and the control group was trained with common teaching method. The data were collected with Fredricks et al.'s academic engagement scale (2004) and Bell's social adjustment questionnaire (1961) and were analyzed with multivariate analysis of covariance test and Bonferroni's post hoc test in SPSS-25 software.

Results: The results showed that both cooperative learning and role playing teaching methods in compared to the control group led to increase academic engagement score average and decrease social adjustment score average of students (P<0.001), but between the experimental groups of cooperative learning and role playing teaching methods there was no any significant difference in improved their academic engagement and social adjustment (P>0.05).

Conclusion: According to the results, to improve students' academic engagement and social adjustment can be used the cooperative learning and role playing teaching methods.

کلیدواژه‌ها English

Teaching methods
Cooperative learning
Role playing
Academic engagement
Social adjustment
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  • تاریخ دریافت 19 خرداد 1403
  • تاریخ بازنگری 20 تیر 1403
  • تاریخ پذیرش 22 تیر 1403
  • تاریخ اولین انتشار 22 تیر 1403
  • تاریخ انتشار 01 آذر 1403