تأثیر آموزش مبتنی بر یادگیری در حد تسلط بر پیشرفت ‌تحصیلی و نگرش دانشجویان روانشناسی نسبت به درس آمار

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران.

2 عضو هیات علمی، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، تهران، ایران.

چکیده

این پژوهش تأثیر آموزش برای یادگیری در حد تسلط و مقایسه آن با روش‌های رایج بر پیشرفت ‌تحصیلی و نگرش نسبت به آمار است. پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون - پس‌آزمون با گروه کنترل و جامعه آماری شامل کلیه دانشجویان روان‌شناسی است. از طریق روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای نمونه‌ای به حجم 44 نفر انتخاب شد و به طور تصادفی 24 نفر در گروه کنترل و 20 نفر در گروه آزمایش قرار گرفتند. ابتدا نمرات پیش‌آزمون آزمودنی‌ها از طریق آزمون آمار استنباطی و مقیاس نگرش به آمار (اسچوا و همکاران، 1995) سنجیده شد. سپس در طول 10 جلسه گروه آزمایش از طریق روش آموزش برای یادگیری در حد تسلط و گروه کنترل از طریق روش‌های رایج تکالیف درس آمار را فرا ‌گرفتند. در پایان نمرات پس‌آزمون از هر دو گروه به دست آمد. آزمون t مستقل و مانکوا نشان داد میانگین پیشرفت در آمار و مؤلفه‌های نگرش نسبت به آمار در گروه آزمایش به طور معنی‌داری از گروه کنترل بیشتر است. دانشجویان گروه آزمایش با در اختیار داشتن تکالیفی با ساختار سلسله مراتبی ضمن مسلط‌ شدن به یادگیری‌های پیش‌نیاز از آموزشی بهره‌مند می‌شدند که کیفیت آموزش متناسب با ویژگی‌های فردی آنان بود.

کلیدواژه‌ها


عنوان مقاله [English]

Effects of mastery learning on academic achievement and attitudes toward statistics in psychology students

نویسندگان [English]

  • Mozafar darvishi 1
  • Ali Akbar Seif 2
  • Hassan Ahadi 2
1 Ph.D. Student in Educational Psychology, Islamic Azad University, Science and Research Branch of Tehran, Iran.
2 Faculty Member, of Educational Psychology, Islamic Azad University Science and Research Branch, Tehran, Iran
چکیده [English]

The aim of this study was to compare the effects of mastery learning with conventional approaches on academic achievement and attitudes toward statistics. The research method is quasi-experimental. And the research design is a pretest - posttest with control group. The population consisted of all students of psychology. Multistage cluster random sampling was sampling method. Then a sample of 44 students was selected. They were assigned randomly 24 students in the control group and 20 students in the experimental group. Initially pre-test scores of students were measured through tests inferential statistical and scale of attitudes toward statistics. The experimental groups were taught during 10 sessions through mastery learning method, and control group through conventional methods.At the end of the post-test scores obtained from both groups. Results multi covariance and independent t test shows mean advances in Statistics and the components attitude towards Statistics in the experimental group were significantly higher than the control group. The experimental group students with possession tasks with hierarchical structure both were mastered prerequisite to learning and also received the instruction the quality of education appropriate to their individual characteristics.

کلیدواژه‌ها [English]

  • Mastery learning
  • Inferential Statistics and Attitudes Towards Statistics
  • academic achievement
1-Ali, M 2003, Comparing the effect of four teaching methods on students' performance in mathematics and statistics. Educational Innovations, Vol. 2, No. 6, Pp.109 – 132.

     

2-Austin, A. M, Gustafson, L 2006. Impact of course length on student learning. Journal of Economics and Finance Education, Vol.5, Pp.26–37.

     

3-Block, J. H 1971. Mastery learning: theory and practice. Holt, Rinehart and inston.

     

4-Bloom, B.S 1995, Human characteristics and school learning (translated by Ali Akbar Seif). Tehran University Publication Center (publication, 1982).

     

5-Damavandia, M, Shekari Kashanib, Z 2010. Effect of mastery learning method on performance and attitude of the weak students in chemistry. Procedia Social and Behavioral Sciences,Vol. 5, Pp.1574–1579.

     

6-Davrajoo, E, Rohani, A, Tarmizi, M, etal 2010. Enhancing Algebraic Conceptual Knowledge with Aid of Module Using Mastery Learning Approach International Conference on Mathematics Education Research (ICMER 2010).

     

7-Elald, S 2016. The Effect of mastery learning model with reflective thinking activities on medical students’ academic achievement. Journal of Education and Training Studies.Vol. 4, No. 5.

     

8-Fazzlijan, M.A.K, Mona, M 2013.The Development and Testing of Multimedia-assisted Mastery Learning Courseware with regard to the Learning of Cellular Respiration. International Educational Technology Procedia - Social and Behavioral Sciences,Vol.103, Pp.999 – 1005.

     

9-Ferguson, G.A, yoshiyu, T 2014. Statistical Analysis in Psychology and Educational Sciences (translated by Ali Delavar and Siamak Naqshbandi). Tehran: Arasbaran (Publication Date in original language, 1989).

     

10-Georgiou, S.N, Stavrinides, P, Kalavana, T 2007. Is Victor better than Victoria at math’s?. Educational Psychology in Practice, Vol.23, No.4, Pp.329-342.

     

11-Green, J , Liem, G.A.D, Martin, A.J, etal 2012. Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of adolescence, Vol.35, No.5, Pp.1111-1122.

     

12-Guskey, T.R 2007. "Closing Achievement Gaps: Revisiting Benjamin S. Bloom's "Learning for Mastery". Journal of Advanced Academics. Vol.19, Pp.8–31.

     

13-Kiyamanesh, A, Pourasghar, N 2009. A study on the difference between boy and girl in the variables related to mathematical performance, mathematical self-concept, mathematical learning motivation and previous mathematical function and its role on mathematical achievement. Journal of Psychology, University of Tabriz. Fourth year, No.13, spring, 2009.

     

14-Lipnevich, A. A, MacCann, C, Krumm, S, etal 2011. Mathematics attitudes and mathematics outcomes of US and Belarusian middle school students. Journal of educational psychology, Vol.103, No.1, Pp. 10.

     

15-Neukrug, E. S, Fawcett, R. C 2010. Essentials of testing and assessment (2nd ed.). Boston: Cengage.

     

16-Rahmani, J 2002, The Relationship Between Students' Attitudes to Mathematics with Their Academic Achievement in Math in the Middle School Course in Esfahan City. Knowledge and Research in Applied Psychology, No. 11- 12, Pp.107-116.

     

17-Rekabdar, G, Soleymani, B 1995, Attitude towards statistics when using computer technology after the academic year. Research in Curriculum Planning, Knowledge and Research in Educational Sciences-Curriculum, course, Vol. 22, No. 19117, Pp.130.

     

18-Santrock, J 2011. Educational Psychology 5th edition: New York. MC Graw-Hill.

     

19-Seif, A. A 2012. Method of preparing a research journal in psychology and education (Third Edition). Tehran: Doran.

     

20-Seif, A. A 2015. Modern Psychology, Learning Psychology and Education (Seventh Edition). Tehran: Doran

     

21-Shafie,N, Norainun,T, Shahdan,T , etal 2010. Mastery Learning Assessment Model in Teaching and Learning Mathematics. Procedia - Social and Behavioral Sciences Vol. 8, Pp. 294-298

     

22-Sternberg, R.J 2009. Cognitive psychology (5th ed.). Boston: Cengage.

 
23-Von Stumm, S, Hell, B, Chamorro-Premuzic, T 2011. The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspective on Psychological Science,Vol. 6, Pp.574–588.