تدوین بسته آموزشی ارزشیابی تحصیلی سازگار با مغز و تأثیر آن بر میزان اهمال‌کاری تحصیلی و هیجانات آموزشی درس ریاضی دانش‌آموزان پایه اول دوره‌ی اول متوسطه عشایری لرستان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

2 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

3 استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.

چکیده

هدف: با وجود تغییرات بسیار مثبتی که در شیوه‌ها و ابزارهای ارزشیابی تحصیلی ایجادشده است. مرور پیشینه پژوهشی ارزشیابی تحصیلی بیانگر آن است که شیوه‌های موجود ارزشیابی همواره به دلیل مسائل مرتبط با اهمال‌کاری تحصیلی و هیجانات ‌آموزشی دانش‌آموزان با انتقاداتی مواجه است. لذا پژوهش حاضر با هدف تدوین بسته آموزشی ارزشیابی تحصیلی سازگار با مغز و تأثیر آن بر میزان اهمال‌کاری تحصیلی و هیجانات آموزشی دانش‌آموزان انجام شد.
روش: روش پژوهش نیمه تجربی، پیش‌آزمون، پس‌آزمون و پیگیری، با گروه کنترل است. جامعه‌ تحقیق شامل کلیه دانش‌آموزان پایه اول دورة اول متوسطه (۱۹ مدرسه) عشایری لرستان است که با روش نمونه‌گیری تصادفی دانش‌آموزان ۴ مدرسه جهت قرار گرفتن در گروه‌های آزمایش و کنترل انتخاب شدند. بعد از آماده‌سازی بسته‌ آموزشی و آموزش معلمان، به مدت دو ماه ارزشیابی دانش‌آموزان گروه آزمایش بر اساس دستورالعمل‌های بسته آموزشی و ارزشیابی دانش‌آموزان گروه کنترل به شیوه مرسوم انجام شد. ابزار پژوهش شامل پرسشنامه‌های اهمال‌کاری تحصیلی سولومون و راثبلوم (1984)، هیجانات آموزشی پکران (2005) و فرم کوتاه پرسشنامه شخصیت پنج عاملی نئو مک کری و کاستا (1992) است.
یافته‌ها: نتایج تحلیل کوواریانس نشان داد بسته‌ آموزشی ارزشیابی تحصیلی سازگار با مغز در کاهش اهمال‌کاری تحصیلی (29.689 =p<0.01 ،F)  و هیجانات منفی دانش‌آموزان ( 5.76=p<0.01 ،F) و افزایش هیجانات مثبت آنان ( 8.18=p<0.01 ،F) در پس‌آزمون تأثیر معنادار داشته است.
نتیجه‌گیری: یافته‌های پژوهش نشان داد بسته‌ آموزشی در کاهش اهمال‌کاری تحصیلی و هیجانات منفی دانش‌آموزان و افزایش هیجانات مثبت آنان (در پس‌آزمون) تأثیرگذار است؛ بنابراین به معلمان پیشنهاد می‌شود از این شیوه ارزشیابی در فرایند آموزش دانش آموزان خود استفاده نمایند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Developing a Brain-Friendly Educational Evaluation Training Package and Its Effect on Academic Procrastination and Educational Emotions in Mathematics Lessons of First Grade Students of the First Cycle of Lorestan Nomadic High School

نویسندگان [English]

  • Mostafa Abdoli 1
  • Yasamin Abedini 2
  • Leila Moghtadaie 3
1 Ph.D student in Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran.
2 Associate Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3 Assistant Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

Objective: Despite the many positive changes that have occurred in the methods and tools of educational assessment, a review of the research literature on educational assessment indicates that existing assessment practices have consistently been criticized due to issues related to students’ academic procrastination and educational emotions. Accordingly, the present study aimed to develop a brain-compatible educational assessment package and to examine its effect on students’ levels of academic procrastination and educational emotions.
Methods: This study employed a quasi-experimental design with pretest, posttest, and follow-up, including a control group. The research population consisted of all first-grade students of the first cycle of secondary education (19 schools) among the nomadic schools of Lorestan Province. Using random sampling, students from four schools were selected and assigned to the experimental and control groups. After developing the educational package and training the teachers, student assessment in the experimental group was conducted for two months based on the guidelines of the educational package, while students in the control group were assessed using conventional methods. The research instruments included the Solomon and Rothblum Academic Procrastination Questionnaire (1984), Pekrun’s Educational Emotions Questionnaire (2005), and the short form of the NEO Five-Factor Personality Inventory by McCrae and Costa (1992).
Results: The results of the analysis of covariance (ANCOVA) indicated that the brain-compatible educational assessment package had a significant effect on reducing academic procrastination (F=29.689, p<0.01) and negative educational emotions (F=5.76, p<0.01), as well as on increasing positive educational emotions (F = 8.18, p<0.01) in the posttest.
Conclusions: The findings demonstrated that the educational package was effective in reducing students’ academic procrastination and negative educational emotions, and in increasing their positive educational emotions (at the posttest stage). Therefore, it is recommended that teachers employ this assessment approach in the instructional process of their students.

کلیدواژه‌ها [English]

  • Brain_Compatible Academic Evaluation
  • Academic Procrastination
  • Educational Emotions
  • Mathematics

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راهبردهای شناختی در یادگیری
دوره 13، شماره 25 - شماره پیاپی 25
پاییز و زمستان 1404
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