تحلیلی بر رضایتمندی دانش‌آموزان از مولفه‌های کالبدی مدرسه با تاکید بر یادگیری مشارکتی بررسی موردی: مدارس پسرانه دوره اول متوسطه تبریز

توجه به ویژگی‌های محیط کالبدی و تاثیر آن بر یادگیری در فضاهای آموزشی می‌تواند به یادگیری بهتر دانش‌آموزان و همچنین رضایت آنها از محیط کمک کند. ازاین‌رو، در طراحی مدارس توجه به نیاز کاربران از اهمیت بسیار بالایی برخوردار است. هدف از تحقیق، تحلیل رضایتمندی دانش‌آموزان از مولفه‌های کالبدی مدرسه با تاکید بر یادگیری مشارکتی است. روش تحقیقِ پژوهش از لحاظ هدف کاربردی و از نظر روش، پیمایشی (زمینه‌یابی) است و برای تحلیل داده‌ها از نرم‌افزار24spss استفاده شده است. جامعه آماری آن شامل 4911 نفر دانش‌آموز پسرِ مقطع متوسطه (دوره اول) در شهر تبریز است که نمونه شامل 356 نفر از طریق فرمول کوکران به دست آمد. پرسش‌نامه بین دانش‌آموزان چهار مدرسه که به‌طور خوشه‌ای از مناطق ده‌گانه شهر انتخاب شدند، توزیع گردید. تحلیل‌ها مبنی بر عدم رضایت دانش‌آموزان از محیط کالبدی است و دانش‌آموزان خواستار فضاهایی با معماری بر مبنای یادگیری و فعالیت مشارکتی بودند. نتایج نشان داد که میانگین وضعیت رضایت از محیط کالبدی مدارس پایین‌تر از میانگین متوسط جامعه است و همچنین ساختار کالبدی مدارس برای یادگیری مشارکتی مناسب نبوده، در وضعیت نامطلوبی قرار دارد. درنهایت نتایج مستخرج از پژوهش حاکی از آن است که ایجاد فضاهایی با هندسه و مبلمان انعطاف‌پذیر و اجتماع‌پذیر، توجه به رنگ، جذابیت بصری، آسایش محیطی و فضای سبز امری مهم در جهت ایجاد فضایی مطلوب و مناسب برای دانش‌آموزان به‌شمار می‌رود.

Analysis of Student Satisfaction from Physical Components of School with an Emphasis on Cooperative LearningCase Study: Boys’ Secondary Schools in Tabriz

Anything that contributes to the formation of a person’s personality is undoubtedly influenced by the environment in which he was brought up. In an educational system, there are many factors that work together to make learning and academic achievement possible for students. Educational space is one of the most influential factors in learning that affects the audience performance and is particularly important among other factors, such as teaching method. Research has shown that the physical environment of schools as a dynamic, viable and influential factor, plays a role in the quality of student education. Therefore, all elements of educational environment should be designed and implemented in order to increase learning skills according to the needs and behavior of the students. Students spend most of their time in school besides home. The physical and mental environment of the school can play an effective role in the process of education and formation of student’s social role. Cooperative learning is one of the approaches which, as an active teaching method, increases social interaction and effective learning. The purpose of the present research is to analyze student satisfaction with the physical school components with an emphasis on cooperative learning. The most fundamental questions in the present research include these two basic questions: What are the factors affecting the physical environment in order to increase student satisfaction in schools? And what principles should be used to design school space architecture to enhance learning? In this regard, first, the influential components in the educational environment are examined, then the degree of satisfaction with the current status of schools and students’ desire for an environment that adapts to participatory learning has been analyzed. The research method is survey with an applied approach, and for analyzing the data, SPSS24 software has been used. The statistical population was selected from 4, 911 secondary school boys in Tabriz, which included 356 students using Cochran formula, and a questionnaire was distributed among students of four schools from 10 regions of the city, using clustering method. The analysis was based on students’ dissatisfaction with the physical environment, and students requested architectural spaces based on learning and cooperative activity. The results showed that the average satisfaction level with the physical school environments is lower than the society average, and also the physical structure of the schools is not suitable for cooperative learning and is in an unfavorable situation. Finally, the results of the research suggest that creation of spaces with flexible and social geometry and furniture, attention to color, visual appeal, environmental comfort and green space is important for creating a suitable space for students. Therefore, it can be concluded that the elements that constitute the environment of schools are effective in the learning process and attention to the variables mentioned in the design is completely necessary. Besides, if physical environment of the school has favorable conditions for participatory learning, the level of satisfaction and interest in learning will increase in students and education will be properly achieved.