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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
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