اثربخشی یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک

پژوهش حاضر با هدف بررسی تاثیر یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک، در درس مبانی الکتریسیته و مغناطیس، در دانشگاه فرهنگیان صورت گرفت. روش پژوهش از نوع نیمه آزمایشی به‌صورت پیش‌آزمون و پس‌آزمون با گروه کنترل است. از جامعه آماری دانشجویان رشته فیزیک دانشگاه فرهنگیان در سال تحصیلی 99-1398، چهار کلاس رشته فیزیک، به ‌صورت نمونه در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و کنترل جای گرفتند. دانشجویان کلاس‌های گروه آزمایش به مدت 14 جلسه در نیمسال اول، به روش یادگیری مبتنی بر پروژه، آموزش دیدند و هم‌زمان دانشجویان کلاس‌های گروه کنترل به روش سنتی آموزش دیدند. آزمون هیجانات تحصیلی پکران در هر دو گروه قبل و بعد از آموزش به‌صورت پیش‌آزمون و پس‌آزمون گرفته شد. داده‌های حاصل با استفاده از روش تحلیل کوواریانس چند راهه تحلیل شد. نتایج به‌دست‌آمده از تحلیل داده‌ها نشان داد که بین گروه آزمایش و گروه کنترل در هیجانات تحصیلی مثبت و منفی (هیجان‌های مربوط به کلاس و هیجان‌های مربوط یادگیری) تفاوت معنی‌دار وجود دارد. دانشجویان گروه‌های آزمایش در مقایسه با گروه کنترل، میزان هیجانات مثبت بیشتر و هیجانات منفی کمتری را نشان دادند. نتایج این پژوهش، اثربخشی روش یادگیری مبتنی بر پروژه را در افزایش هیجانات تحصیلی مثبت و کاهش هیجانات تحصیلی منفی دانشجویان فیزیک، مورد تایید قرارداد.

the effect of project based learning on academic emotions among physic students

academic emotions are one of the important variables in the field of education and can affect educational outcomes. academic emotions are defined as things that are directly related to academic activities and success outcomes. academic emotions are important because of their impact on well-being, the quality of learning, progress, and social interaction in the classroom. these emotions are experienced in all academic situations before, during and after class, lessons and exams. positive emotional states facilitate creative, flexible, and constructive approaches, while negative emotional states facilitate dry, more analytical ways of thinking. some studies have examined the effectiveness of a project-based approach on academic achievement, motivation, learning style, attitude, creativity, and the development of cognitive skills, but very little attention has been paid to academic excitement. until recently, these emotions were neglected except for test anxiety. attention to this issue has increased in the last decade, however, emotions have not escaped attention as effective phenomena that occur in the classroom situation. the aim of this study was to investigate the effect of project-based learning on the academic excitement of physics students in the basics of electricity and magnetism at farhangian university. in the framework of this goal, two hypotheses were examined: project-based learning in physics course has an effect on the positive academic emotions of farhangian university students. project-based learning in physics also affects the negative academic emotions of farhangian university students.in this study, a quasi-experimental method and a pre-test-post-test design with a control group were used to evaluate the effectiveness of the project-based independent learning variable on the dependent variable of students’ academic emotions. the statistical population of the study included all physics students who studied the basics of electricity and magnetism at farhangian university in the academic year 2009-2010. the statistical sample of this study included 132 physics students of farhangian university (including 4 classes) who were purposefully selected and randomly divided into two classes of experimental group (66 people) and two classes of control group (66 people). first, both groups were evaluated using the pekrun academic achievement emotions questionnaire. then, the project-based independent learning variable was applied to the experimental group and no new intervention was performed on the control group and the students were trained in the same traditional teacher-centered way. finally, at the end of the semester, the changes of the dependent variable in both groups were measured by the same questionnaire.the pekrun academic achievement emotion questionnaire (pekrun, goetz, titz, perry, 2002) is designed to assess learners’ academic achievement emotions. this questionnaire is a self-report tool that is based on qualitative and quantitative research and measures the academic excitement of learners who experience in different educational situations.