آمار

تعداد نشریات11
تعداد شماره‌ها228
تعداد مقالات2,321
تعداد مشاهده مقاله3,651,973
تعداد دریافت فایل اصل مقاله2,683,242
مقامی, حمید رضا, اسدی, فاطمه, زارعی زوارکی, اسماعیل. (1402). تأثیرآموزش الکترونیکی مبتنی بر پروژه (PBL) بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ ششم ابتدایی. فناوری آموزش, 17(4), 825-836. doi: 10.22061/tej.2023.9570.2867
حمید رضا مقامی; فاطمه اسدی; اسماعیل زارعی زوارکی. "تأثیرآموزش الکترونیکی مبتنی بر پروژه (PBL) بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ ششم ابتدایی". فناوری آموزش, 17, 4, 1402, 825-836. doi: 10.22061/tej.2023.9570.2867
مقامی, حمید رضا, اسدی, فاطمه, زارعی زوارکی, اسماعیل. (1402). 'تأثیرآموزش الکترونیکی مبتنی بر پروژه (PBL) بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ ششم ابتدایی', فناوری آموزش, 17(4), pp. 825-836. doi: 10.22061/tej.2023.9570.2867
مقامی, حمید رضا, اسدی, فاطمه, زارعی زوارکی, اسماعیل. تأثیرآموزش الکترونیکی مبتنی بر پروژه (PBL) بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ ششم ابتدایی. فناوری آموزش, 1402; 17(4): 825-836. doi: 10.22061/tej.2023.9570.2867

تأثیرآموزش الکترونیکی مبتنی بر پروژه (PBL) بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ ششم ابتدایی

فناوری آموزش
مقاله 9، دوره 17، شماره 4 - شماره پیاپی 68، مهر 1402، صفحه 825-836    اصل مقاله (716.32 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9570.2867
نویسندگان
حمید رضا مقامی* ؛ فاطمه اسدی؛ اسماعیل زارعی زوارکی
گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
تاریخ دریافت: 01 دی 1401،  تاریخ بازنگری: 28 اسفند 1401،  تاریخ پذیرش: 27 فروردین 1402 
چکیده
پیشینه و اهداف: روش‌های سنتی تدریس، دانش‌آموزان را برای زیستن در قرن بیست و یکم آماده نمی‌کند. دانش‌آموزان در قرن بیست و یک باید فراتر از دانش اساسی در زمینه موضوعی حرکت کنند و دنبال موضوعات مهم‌تری مانند کسب مهارت باشند. درحال حاضر داشتن مهارت خودکارآمدی و ایجاد درگیری تحصیلی توسط دانش‌آموزان یکی از چالش‌های نظام آموزشی ا‏ست. همچنین نظام‌های آموزش ابتدایی در کشورهای پیشرفته نیز تربیت دانش‌آموزانی با چنین مهارت‌هایی را جهت پیشرفت تحصیلی مدنظر قرار می‌دهند. لذا ضرورت دارد روش‌‌‌های تدریس مناسبی که موجب ارتقای این دو مهارت در یادگیرندگان می‌شود را مورد بررسی قرار داد و از تمام ظرفیت‌‌های موجود در آموزش برخط برای بهبود مهارت خودکارآمدی و درگیری تحصیلی استفاده نمود؛ زیرا استراتژی‌های تدریس با پیشرفت چشمگیر فناوری در حال پیشرفتند و آموزش و پرورش باید به تدریج تمرکز خود را از فضای فیزیکی کلاس درس به محیط‌های مجازی منتقل کند. یادگیری مبتنی بر پروژه یک رویکرد یادگیری عمیق و جامع برای تدریس و یادگیری در کلاس است و می‌توان آن را با یادگیری الکترونیکی تلفیق کرد و برای دست‌یابی به مهارت‌های اساسی مانند خودکارآمدی و درگیری تحصیلی از آن استفاده کرد. هدف این پژوهش نیز بررسی تأثیر آموزش الکترونیکی مبتنی بر پروژه‌ی بر خودکارآمدی و درگیری تحصیلی دانش‌آموزان پایه‌ی ششم ابتدایی است.
روش‌ها‌: روش تحقیق نیمه آزمایشی از نوع طرح پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری شامل کلیه‌ دانش‌آموزان پایه‌ی‌ ششم ابتدایی سوادکوه در سال تحصیلی 1399-1400 بوده‌اند که 34 نفر از آن‌ها (17 نفر در گروه آزمایش و 17 نفر در گروه کنترل)  با استفاده از روش نمونه‌گیری در دسترس به‌ عنوان نمونه انتخاب شدند. ابزار گردآوری داده ها شامل پرسش‌نامه درگیری تحصیلی آپلتون و همکاران (2006) و پرسش‌نامه‌ی خودکارآمدی تحصیلی جینگ و مورگان (1999) بود.
یافته‌ها: در یافته‌ها نشانه روشنی وجود داشت که یادگیری مبتنی بر پروژه می‌تواند دانش‌آموزان را به یادگیری ترغیب کند و خودکارآمدی و درگیری تحصیلی آن‌ها را برای عملکرد بهتر در این زمینه تحریک کند. یافته‌های تحقیق نشان داد آموزش مبتنی بر پروژه در محیط برخط به‌طور کلی بر خودکارآمدی ( 05/0P< و46/4 F=) و درگیری تحصیلی دانش‌آموزان (05/0P< و 97/7 F=) تأثیر مثبت دارد.
نتیجه‌گیری: با توجه به تأثیر مثبت آموزش مبتنی بر پروژه در محیط برخط برخودکارآمدی و درگیری تحصیلی دانش‌آموزان در این پژوهش و همچنین افزایش محبوبیت یادگیری مبتنی بر پروژه، باید برای بهبود آموزش و پرورش، معلمان رویکردهای تدریس خود را به سمت آموزش مبتنی بر پروژه سوق دهند. از الزامات این اقدام می‌توان به توانمندسازی معلمان در حوزه‌ نظام آموزش الکترونیک و طراحی کتاب‌های درسی متناسب برای یادگیری مهارت‌ها و آموزش مبتنی بر پروژه اشاره نمود. همچنین پیشنهاد می‌شود معلمان به دانش‌آموزان  مسئولیت یادگیری و نقش فعال ببخشند؛ زیرا آن‌ها از طریق یادگیری مبتنی بر پروژه می‌توانند یادگیری خود را درک کنند، محصولات خود را ارائه دهند که یادگیری و تلاش آن‌ها را نشان می‌دهد. 
کلیدواژه‌ها
آموزش الکترونیکی؛ آموزش مبتنی بر پروژه؛ خودکار آمدی؛ درگیری تحصیلی؛ دانش آموزان
موضوعات
آموزش الکترونیکی- مجازی
عنوان مقاله [English]
The effectiveness of project-based online education on self-efficacy and academic engagement of sixth grade elementary students
نویسندگان [English]
H. Maghami؛ F. Asadi؛ E. Zaraii Zavaraki
Department of Instructional Technology, Faculty of Psychology & Education, Allameh Tabataba’i University, Tehran, Iran
چکیده [English]
Background and Objectives: Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic conflict by current students are considered as achallenges of the educationl system. Many top universities in advanced countries consider the training of such students at the level of higher education among their goals. Therefore, it is necessary to examine appropriate teaching methods that improve these two skills in learners and use all the available capacities in online education to improve self-efficacy skills and academic engagement, because teaching strategies are changing with the significant advancement of technology. And education should gradually shift its focus from the physical space of the classroom to virtual environments. Project-based learning is a deep and comprehensive learning approach for teaching and learning in the classroom, and it can be combined with e-learning and be used to achieve basic skills such as self-efficacy and academic engagement. The purpose of this research is to investigate the effect of project-based e-learning on self-efficacy and academic engagement of the sixth-grade students.
Methods: The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population included all the sixth-grade students of Savadkoh in the academic year 2019-2019, among whom, 34 ones (17 ones in the experimental group and 17 ones in the control group) were selected as a sample via the available sampling method. Data collection tools included Appleton et al.'s (2006) academic engagement questionnaire and Jing, and Morgan's (1999) academic self-efficacy questionnaire.
Findings:  The results showed that there was a clear indication that project-based learning can motivate students to learn and stimulate their self-efficacy and academic engagement for better performance in this field. The findings of the research demonstrated that project-based education in the online environment was generally effective (P<0.05 and F=4.46). In addition, students' academic involvement had a positive effect (P<0.05 and F=7.97).
Conclusion: Considering the positive impact of project-based education in the online environment on the effectiveness and academic engagement of students in this research, as well as the increasing popularity of project-based learning, teachers should shift their teaching approaches to project-based education in order to improve education. One of the requirements of this action is empowering teachers in the field of electronic education system and designing appropriate textbooks for learning skills and project-based education. It is also suggested that teachers give students responsibility for learning and assign them active roles, because through project-based learning, they can understand their learning, present their products that show their learning and effort.
کلیدواژه‌ها [English]
E-Learning, Project-Based Learning, Efficacy, Academic Conflict, Students
مراجع
[1] Erfani N., Predictive self-efficacy beliefs on students' self-regulation strategies. J Nur Edu.2019; 7(2):45-52.

[2] Veyskarami, H., Soleymani, M., & senobar, a. (2021). The Effect of Self-regulation Learning Strategies on Academic Self-efficacy and Test Anxiety among Female Students with Academic Failure. Educational and Scholastic studies, 10(2), 87 -106.

[3] Bandura, A., (1997). Self-Efficacy: The Exercise of Control. New York: Worth Publisher.

[4] Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education (2020), 20(1), 1-11.‏

[5] Schunk, D. H., & Ertmer, P. A., Self-regulation and academic learning: Self-efficacy enhancing interventions. In Handbook of self-regulation (2000) (pp. 631-649). Academic Press.

[6] Bandura, A., Exercise of human agency through collective efficacy. Current directions in psychological science (2000):9(3), 75-78.

[7] Arslantas, S. An Investigation of Preservice Teachers' Academic Self-Efficacy and Academic Motivation. International Journal of Modern Education Studies (2021), 5(1), 146-167.‏

[8] Balcı, O., Şanal, F., & Durak Uguten, S.  An Investigation of pre-service English language teachers’ self-efficacy beliefs. International Journal of Modern Education Studies (2019); 3(1), 41-53.

[9]Alipour Katigeri, Sh., Heydari, H., Narimani, M., Davoudi, Hossein. Effective comparison of cooperative teaching method and traditional teaching method on academic enthusiasm, academic self-efficacy and self-regulation in students. Research in educational systems. (2019); 14(48), 23-39.

[10] Seydi, L. & Gurhan, T. The influence of goal, commitment, selfefficacy and self-satisfaction on motor performance. Journal of Applied Sport Psychology (2018) 8: 171-182.

[11] Zahed Babelan, A., & Karimianpour, G. The Relationship between Academic Optimism and Buoyancy, the Mediator Role of Academic Self-efficacy. Educational and Scholastic studies (2020); 9(1), 149 -170.

[12] The role of mentoring on Hispanic graduate students' sense of belonging and academic self-efficacy Holloway-Friesen - Journal of Hispanic Higher Education, 2021 - journals.sagepub.com.

[13] Bergey BW, Parrila RK, Laroche A, Deacon SH. (2019). Effects of peer-led training on academic selfefficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary educational psychology.

[14] Talepand, Siavash and Mehna, Saeed and Rostami, Shahla, 2018, psychometric characteristics of the academic involvement questionnaire in high school students, https://civilica.com/doc/1035786.

[15] S. O. Chukwuedo, F. O. Mbagwu, and T. C. Ogbuanya, “Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning,” Learning and Motivation, vol. 74, Article ID 101729, 2021.

[16] Barnett, Michael D., Melugin, Patrick R. & Hernandez, Joseph. (2018). Time Perspective, Intended Academic Engagement, and Academic Performance, Current Psychology, published in Springer.

[17] Lawson, C., Salter, A., Hughes, A., & Kitson, M. (2019). Citizens of somewhere: Examining the geography of foreign and native -born academics’ engagement with external actors. Research policy, 48(3), 759 -774.

[18] Klem A. M. & Connell J. P., (2004) "Relationships matter: Linking teacher support to student engagement and achievement," Journal of school health, vol. 74, pp. 262-273.

[19] Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. InternatIonal Journal of adolescence and Youth, 23.

[20] Uddin SJ, ed. Enhancing Students’ Engagement? Let’s Get Real. Sydney: UBSS Publications; 2021.

[21] Sharif Menesh Maryam, Qumrani Amir, Nadi Khorasgani Mohammad Ali, Sajjadian Ilnaz. (1400). Comparative study of academic involvement and academic self-regulation in students with and without behavioral-emotional problems. Journal of Disability Studies, 11, 40-40.

[22] Koranteng F.,Wiafe I., & Kuada E. (2018), An Empirical Study of the Relationship Between Social Networking Sites and Students’ Engagement in Higher Education, Journal of Educational Computing Research, 57(5), 951-973.

[23] García-Alberti, M., Suárez, F., Chiyón, I., & Mosquera Feijoo, J. C. Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic. Education Sciences (2021); 11(2), 59

[24] Mishra, L., Gupta, T., & Shree, A. Online teaching learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open (2020) 1, 100012.

[25] Dong, C., Cao, S., & Li, H. Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review (2020) 118, 105440.

[26] Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. Promoting information literacy of pre-medical students through project-based learning: A pilot study. International Journal of Education and Literacy Studies (2017) 5(4), 1–15.

[27] Kokotsaki, D., Menzies, V., & Wiggins, A. Project-based learning: A review of the literature. Improving Schools (2016); 19(3), 267-277.

[28] Larmer, J. (2016). It is a Project-Based World. Educational Leadership, 73(6), 66-70.

[29] Tan, J. C. L., & Chapman, A. Project-Based Learning for Academically Able Students. Rotterdam: Sense Publishers (2016); https://doi.org/10.1007/978-94-6300-732-0.

[30] Novianto, M. Masykuri S. Sukarmin, “Pengembangan Modul Pembelajaran Fisika Berbasis Proyek (Project Based Learning) Pada Materi Fluida Statis Untuk Meningkatkan Kreativitas Belajar Siswa Kelas X Sma/ Ma,” INKUIRI J. Pendidik 2018; IPA, vol. 7, no. 1, p. 81.

[31] Buck Institute for Education. What is PBL? PBL Works. https://www.pblworks.org/what-is-pbl(2022c).

[32] Jalinus, N., & Nabawi,  R.  A. The instructional media development of welding practice course based on PBL model: enhancing student engagement and student competences. International Journal of Innovation and Learning (2018); 24(4), 383-397.

[33] Integrating project-based service-learning into an advanced environmental chemistry course. AJ Draper - Journal of Chemical Education, 2004 - ACS Publications.

[34] Larmer, J., Mergendoller, J., & Boss, S. Setting The Standard for Project Based Learning. Alexandria, VA: ASCD (2015).

[35] Chiang, C. L., & Lee, H. The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology(2016); 6(9), 709-712.

[36] Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education, T Bielefeld - 1999 - ERIC.

[37] Dehghanzadeh H, Fardanesh H, Hatami J, Talai E. Source: The effect of e-learning on gamification on the academic engagement of English language learnersTeaching and learning studies of the 12th spring and summer 2019, number 1 (2/78 series).

[38] Akbari E, Naderi A, Simons R, Pilot A. Student engagement and foreign language learning through online social networks. Asia Pacific J Second Foreign Language Educ. 2016; 1(1):4.:10.1186/s40862-016-0006-7.

[39] Wahyuni, N. P. H. Project-Based Learning during Covid-19 Pandemic. Journal of Educational Study (2022); 2(1), 10-16.

[40] Krasodomska, Joanna; Godawska, Justyna E Learning in Accounting Education: The Influence of Students' Characteristics on Their Engagement and Performance. . Accounting Education, 2021; v30 n1 p22-41.

[41] Ramdani, Y E Learning and Academic Performance during COVID-19: The Case of Teaching Integral Calculus., Wan Hanum Suraya Wan; Syam, Nia Kurniat.International Journal of Education and Practice 2021; v9 n2 p424-439.

[42] López-Vargas N, Sanabria O, Luis. Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Valencia-Vallejo. Journal of Educators Online 2018; v15 n1 Jan.

[43] Mahasneh A, Alwan, A, the Effect of Project-Based Learning on Student Teacher Self-Efficacy and Achievement. International Journal of Instruction Jul 2018; v11 n3 p511-524.

[44] Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. The impact of project-based learning on improving student-learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education (2018).

[45] Salimi S, Fardin M. "The role of the corona virus in virtual education, with an emphasis on opportunities and challenges", scientific quarterly of research in education and learning (2019).

[46] Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of school psychology (2006); 44(5), 427-

[47] Morgan V, Jink J. Childrens Perceived Academic Self- Efficacy. An Inventory Scale (1999).

[48] Qudsi A, Tale P, Rezaei A, Mohammadifar M. Antecedents of academic engagement: a model test based on expectancy-value theory. Educational Psychology Quarterly (2018); 15(51), 231-25710.22054/jep.2019.41786.2675.

[49] Karimzadeh M, Mohseni S. Investigating the relationship between academic self-efficacy and academic achievement in second-year female students of high school in Tehran (mathematical sciences and humanities). Women's Psychological Social Studies (1385); 4(2), 29-45. Doi: 10.22051/jwsps.2006.1269.

[50] Olivarez. The impact of a stem program on academic achievement of eighth grade students in a south texas middle school. Doctor of Education, Texas A & M University Corpus  Christi,  Texas. (2012).

[51] Blumenfeld S, Marx K, Guzdial, P. Motivating project-based learning:  Sustaining the doing, supporting the learning.  Educational psychologist (1991); 26(3-4), 369-398.

[52] Tseng, Chang, Lou, & Chen. Attitudes towards science, technology, engineering and mathematics (stem) in a project-based learning (PBL) environment.  International Journal of Technology and Design Education (2013); 23(1), 87-102.

[53] Vega J. (2013). A scalable and incremental project-based learning approach for cs1/cs2 courses. Education and Information Technologies, 18(2), 309-329.

[54] Çelik, H. C., Ertaş, H., & İlhan, A. The impact of project-based learning on achievement and student views: The case of AutoCAD programming course. Journal of Education and Learning (2018).; 7(6), 67–8.

[55] Huysken, K., Olivey, H., McElmurry, K., Gao, M., & Avis, P. Assessing collaborative, project-based learning models in introductory science courses. Journal of the Scholarship of Teaching and Learning (2019); 19(1), 6-28.

[56] Amaral, J. A. A., Araujo, C. R. M., & dos Santos, R. J. R. L. Lessons learned implementing project-based learning in a multi-campus blended learning environment. Journal of Problem-Based Learning in Higher Education (2018); 6(2), 1–31.

[57] Requies, J. M., Agirre, I., Barrio, V. L., & Graells, M. Evolution of project-based learning in small groups in environmental engineering courses. Journal of Technology and Science Education, (2018); 8(1): 45-62.

[58] Coruhly, T. S. & Nas, S. E. The impact of project-based learning environments on conceptual understanding: The “recycling” concept. Asia-Pacific Forum on Science Learning and Teaching (2018).; 19(1).

[59] Zusevics, K., Lemke, M., Harley, A., & Florsheim, P. Project health: Evaluation of a project-based health education program. Health Education (2013), 113(3).

[61] Jurow, A.S.,” Shifting engagements in figured worlds: Middle school mathematics students' participation in an architectural design project”, The Journal of the Learning Sciences 2006, pp.35-67.

[62] Danford, G.L,” Project-based learning and international business education”, Journal of Teaching in International Business 2006 pp.7-25.

آمار
تعداد مشاهده مقاله: 1,041
تعداد دریافت فایل اصل مقاله: 776


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب