تاثیر آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی

پژوهش حاضر با هدف بررسی تاثیر آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی با روش شبه تجربی با طرح پیش‌آزمون–پس‌آزمون با گروه کنترل انجام شد. جامعه آماری شامل کلیه مدارس چندپایه نیمه الکترونیک استان مرکزی در نیمسال تحصیلی 1398-1397 بود و نمونه به‌صورت هدفمند انتخاب شد. آزمودنی ها شامل 26 نفر بودند، 13 نفر در گروه آزمایش و 13 نفر در گروه کنترل به صورت تصادفی توزیع شدند. در این مطالعه جهت گردآوری داده‌ها از پرسشنامه انگیزش پیشرفت هرمس و آزمون پیشرفت تحصیلی که به‌صورت محقق ساخته بود استفاده شد. به‌منظور تحلیل استنباطی داده‌ها از آزمون تحلیل کوواریانس استفاده شد. یافته های پژوهش نشان داد آموزش مبتنی بر جستجوگری وب برانگیزش پیشرفت و یادگیری دانش آموزان چندپایه در درس علوم تجربی تاثیر معناداری داشته است (0.001 >p). درواقع این نوع آموزش، باتوجه به انعطاف‌پذیری بالای فناوری‌های الکترونیکی و کسب تجارب موفق در یادگیری، شرایط مساعدی را جهت رسیدن به اهداف آموزشی فراهم نموده و موجب افزایش انگیزه  و یادگیری فراگیران می‌شود.

the effect of instruction based on web-quest on achievement motivation and learning of students in multigrade classes in science course

abstractthis study aimed to investigate the effect of instruction based on webquest on achievement motivation and learning of multigrade students in experimental sciences course through quasiexperimental method. statistical population for this study included all students from multigrade classes of semismart schools of markazi province in the 20182019 academic year. the participants (n=26) were randomly divided into two groups: an experimental group (n=13) and a control group (n=13). data were collected using hermans’ achievement motivation questionnaire and a researchermade achievement test. the findings of inferential analysis of data, based on analysis of covariance (ancova), showed that the instruction based on webquest has a significant effect on achievement motivation and learning of students in multigrade classes in experimental sciences course (p<0.001).introductionone of the challenges facing our country’s educational system is the large number of multigrade classes in which one teacher should manage students from different elementary grades in one classroom. as compared with students of ordinary classes, students of multigrade classes have more learning difficulties (fatahi et al., 2015).one of the consequences of the emergence of the information technology age is the use of these technologies in order to improve learning processes. in the age of elearning, students are given internet resources in addition to their homework through platforms such as webquest, so that they come up with creative solutions while analyzing and combining information (mohammadi azizabadi, 2010). webquestbased instruction is based on constructivism perspective. it is a learning platform that uses a connection to the necessary resources from the world wide web as well as approved and licensed works to motivate students to answer focused and openended questions, to develop students’ expertise and encourage them to participate in group processes in order to transfer the recently learned information into more complex learning concepts.research has shown that the use of webquestbased instruction has a significant relationship with scholastic performance (gorji, 2016) and achievement motivation (ashouri et al., 2014; mousavi et al., 2021).an extensive review of literature yielded no studies on the consequences of using this instruction method in multigrade classes in iran. therefore, this study aims to investigate the effect of using webquest on achievement motivation and learning of students in multigrade classes.methodologyparticipants and research designthe quasiexperimental research was conducted with a pretest posttest design with a control group. the statistical population of this study was all multigrade, semismart classes of markazi province in the 20182019 academic year. twentysix male students of the fourth and sixth grades from multigrade classes in khomein city were selected purposively and divided randomly into two groups of 13 subjects, namely an experimental group and a control group.tools1 hermans achievement motivation questionnaire: this questionnaire has 10 factors: level of desire, risky behaviors, promotion, responsibility, perseverance, temporal perception, cognitive behavior, foresight, right choice, and successful behavior. after cluster analysis, these factors were presented in the form of 29 incomplete sentences. students are asked to complete each sentence with one of the four items provided for each incomplete sentence. hermans (1970) calculated the correlation coefficients of each item using the achievement motivation and reported the questionnaire as valid. kamalpour et al. (2006) reported its reliability as cronbach’s alpha of 0.72, which was 0.70 in our study.2 a researchermade learning test: the face and content validity and reliability of the test was confirmed by the teacher as well as educational evaluation specialists. based on the kuderrichardson formula, the reliability of the test was reported to be 0.60.in the present study, students in both experimental and control groups completed the questionnaires as pretest before they were subjected to training. after confirming that there was no significant difference between the two groups, educational topics were presented in 12 sessions, simultaneously in both groupsthe experimental group received instructions based on webquest reproduced from bernie dutch (1995) sixfold stages, but the control group received conventional teaching.findingsafter examining the preassumptions related to the analysis of covariance test such as normality of data distribution, homogeneity of regression slope, similarity of variances and after realization of the assumptions, the results of analysis of covariance tests showed that instruction based on webquest had a significant effect on achievement motivation of students as well as their learning.conclusionthe results of the present study revealed a positive and significant effect of  the instruction based on webquest and achievement motivation as well as students’ learning. the high flexibility of electrical technologies and the internet facilitate achieving educational goals by improving learning conditions. in multigrade classes, the use of instruction methods based on webquest solves this problem through providing a variety of information resources related to the course. this improves students’ learning and paves the way for increasing their achievement motivation.future studies may consider the combination of different grades or other courses in multigrade classes. the effect of this method on other variables can also be investigated in future research.