اثربخشی آموزش استراتژی های فراشناختی(MCT) بر مشارکت در کلاس درس و پیشرفت تحصیلی دانشجویان علوم پزشکی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی، گروه روانشناسی، دانشگاه علمی کاربردی سازمان بهزیستی، تهران، ایران

2 عضو هیأت علمی، گروه روانشناسی، دانشگاه آزاد اسلامی، زاهدان، ایران

3 دانشجوی دکتری، گروه روانشناسی، دانشگاه آزاد اسلامی، زاهدان، ایران

4 دانشجوی دکتری، گروه روانشناسی، دانشگاه آزاد اسلامی، زاهدان، ایران

چکیده

استراتژی‌های فراشناختی از مهم‌ترین عوامل تاثیر گذار بر مشارکت در کلاس درس و پیشرفت تحصیلی هستند. هدف پژوهش حاضر تعیین اثربخشی آموزش استراتژی‌های فراشناختی بر مشارکت در کلاس درس و پیشرفت تحصیلی بود. پژوهش حاضر شبه تجربی با طرح پیش آزمون-پس‌آزمون با گروه گواه بود. جامعه آماری این پژوهش کلیه دانشجویان علوم پزشکی شهید بهشتی دانشکده بهداشت در سال تحصیلی 95-96 بودند که به دلیل مشکلات تحصیلی و مشروطی به مرکز مشاوره دانشگاه ارجاع داده شده بودند. در این تحقیق از روش نمونه‌گیری هدفمند استفاده شده است. با توجه به ملاک‌های ورود به پژوهش 40 دانشجو انتخاب و به صورت تصادفی به دو گروه آزمایش (20 دانشجو)، و گواه (20 دانشجو) کاربندی شدند. گروه آزمایش مداخله هفتگی را دریافت کردند. ابزار پژوهش پرسشنامه مشارکت در کلاس ریو (2013) و معدل دانشجویان به عنوان مولفه پیشرفت تحصیلی بود. داده‌ها با استفاده از آزمون تحلیل کوواریانس تحلیل شد. یافته‌ها نشان داد که میانگین کل نمرات دانشجویان گروه آزمایش در مشارکت در کلاس درس (80/128) در پس آزمون به شکل معناداری از میانگین گروه گواه (40/80) بیشتر است. این تفاوت در تحلیل کوورایانس نیز معنادار شناخته شد (001/0 P=). همچنین در گروه آزمایش میانگین نمرات پس آزمون در پیشرفت تحصیلی (49/14) پس از آموزش استراتژی‌های فراشناختی به طور معناداری نسبت به میانگین پیش آزمون (90/13) به طور معناداری بیشتر است که این تفاوت در تحلیل کوواریانس نیز معنادار شناخته شد (001/0 P=). نتایج نشان می‌دهد که مداخله استراتژی فراشناختی باعث افزایش مشارکت در کلاس درس دانشجویان و پیشرفت تحصیلی در آنان می گردد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Metacognitive Strategy Training (MCT) on Classroom Participation and Academic Achievement of Medical Science Students

نویسندگان [English]

  • Azizreza Ghasemzadeh 1
  • Gholamreza Sanagouye Moharer 2
  • Salem Jafari 3
  • Ali Ghavam 4
1 Faculty Member, University of Applied Sciences, Tehran Welfare Organization, Tehran, Iran.
2 Faculty Member, Department of Psychology, Islamic Azad University, Zahedan, Iran
3 PhD student, Department of Psychology, Islamic Azad University, Zahedan, Iran
4 PhD student, Department of Psychology, Islamic Azad University, Zahedan, Iran.
چکیده [English]

Metacognitive strategies are the most important factors influencing the classroom participation and academic achievement. The purpose of this study was to determine the effectiveness of metacognitive strategy training on the classroom participation and academic achievement. Present study was a quasi-experimental one with pretest and posttest design and control group. The statistical population of this research was all students of Shahid Beheshti Medical Science Faculty in 2016-2017 who were referred to the university counseling center due to academic and probation problems. According to the criteria for entering the research, 40 students were selected and randomly divided into two experimental
groups (n=20), and control (n=20). The research instrument was the participation inventory in Rio Class (2013) and the student's grade as a component of the academic achievement. The experimental group received weekly intervention. Data were analyzed using covariance analysis. Findings showed that the mean of total grades of the students in the experimental group in the classroom participation (128.80) in the posttest is significantly higher than the mean of the control group (80.40). This difference was also significant in covariance analysis (P = 0.001). Also, in the experimental group, the mean of
the posttest scores in the academic achievement (14.49) after metacognitive strategy training were significantly higher than the mean of the pretest(13.99), which was also significantly different in covariance analysis (P =0.001). The results indicate that the intervention of the metacognitive strategy increases the classroom participation of the students and their academic achievement

کلیدواژه‌ها [English]

  • metacognition
  • classroom participation
  • academic achievement

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