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   تاثیر آموزش‌های پژوهش محور بر خودراهبری دانش‌آموزان دختر پایه نهم  
   
نویسنده حسینی نیره السادات
منبع مديريت و چشم انداز آموزش - 1400 - دوره : 3 - شماره : 1 - صفحه:83 -108
چکیده    مطالعه حاضر با هدف تعیین اثربخشی آموزش پژوهش محور بر خودراهبری دانش‌آموزان دختر پایه نهم شهرستان تنکابن انجام شد. پژوهش حاضر شبه آزمایشی با طرح پیش‌آزمون پس‌آزمون با گروه کنترل بود. جامعه آماری این مطالعه دانش‌آموزان دختر پایه نهم شهرستان تنکابن بود. حجم نمونه شامل 40 دانش‌آموز بود که به شیوه تصادفی خوشه‌ای چندمرحله‌ای، انتخاب شدند. ابزار جمع‌آوری داده‌ها، پرسشنامه خودراهبری در یادگیری فیشر و همکاران (2001) بود. دانش‌آموزانی که یک نمره انحراف استاندارد پایین‌تر از میانگین داشتند به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. برنامه آموزش پژوهش محور با گروه آزمایش، به مدت هفت جلسه و هر جلسه یک ساعت کار شد اما در گروه کنترل هیچ‌گونه آموزشی صورت نگرفت. در پایان از هر دو گروه پس‌آزمون به عمل آمد. تجزیه‌وتحلیل داده‌ها با استفاده از تحلیل کوواریانس چندمتغیری نشان داد آموزش پژوهش محور بر رغبت به یادگیری، خودکنترلی و خودمدیریتی دانش‌آموزان دختر پایه نهم شهرستان تنکابن موثر است (0.05>p). درنتیجه، به‌منظور افزایش خودراهبری دانش‌آموزان پیشنهاد می‌شود از روش آموزش پژوهش محور و سایر شیوه‌های فعال استفاده شود.
کلیدواژه آموزش پژوهش محور، خودراهبری، دانش‌آموزان
آدرس دانشگاه آزاد اسلامی واحد تنکابن, دانشکده روانشناسی و علوم تربیتی, گروه مدیریت آموزشی, ایران
پست الکترونیکی hoseininayereh8@gmail.com
 
   The effect of research-based education on self-direction of ninth grade female students  
   
Authors hoseini Nayereh alsadat
Abstract    Extended AbstractAbstractThe aim of this study was to determine the effectiveness of researchbased education on selfdirection of ninth grade female students in Tonekabon. The present study was quasiexperimental with a pretestposttest design and a control group. The statistical population of this study was ninth grade female students in Tonekabon. The sample size consisted of 40 students who were randomly selected from multistage clusters. The data collection tool was Fisher et al. (2001) selfdirected learning questionnaire. Students with a standard deviation score below average were randomly divided into experimental and control groups. The researchbased training program applied to the experimental group for seven onehour sessions, but no training was conducted in the control group. Finally, posttest was performed on both groups. Data analysis via multivariate analysis of covariance showed that researchbased education is effective on the willingness to learn, selfcontrol and selfmanagement of ninth grade female students in Tonekabon (P <0.05). As a result, in order to increase students’ selfdirection, it is suggested to use researchbased teaching method and other active methods.IntroductionToday, predesigned education as well as teaching methods based on information transfer, which ultimately leads to the training of dependent and passive learners, is not accepted, thus, instead of transmitting information to learners, they should be taught how to learn and access information, and leave the responsibility of learning to them. Appeared. Learning environments should also support learners’ independence and competence and strengthen their selfdirected learning skills (Davarpanah, et al., 2019). Selfdirected learning is a process in which learners are responsible for identifying their learning needs, planning, implementing, and evaluating their learning outcomes, and activate on their own initiative and independence to achieve predetermined learning goals (Fisher King, 2010). In selfdirected learning, the individual sets learning goals, chooses the appropriate learning method, and evaluates learning outcomes independently or with the help of an educator (Avdal, 2013). Studies have shown that selfdirection in learning motivates selfregulatory behaviors and indicates autonomy in activities (Pali Ezani, 2020). Selfdirection also affects academic performance (RasconHernan, et al., 2019; Kidane, et al., 2020; Karimi, et al., 2020). Selfdirected learning leads to academic motivation (Yousefy, A., Gordanshekan, 2015) and learners who use highlevel cognitive strategies or metacognitive strategies achieve higher progress in their learning activities (Peng, 2012).A look at the studies conducted and a review of the theoretical basis of the research showed that despite the importance of researchbased teaching method, no study has been done on the effectiveness of this method on student selfdirection. The misunderstandings existing in our country about this teaching method and also the necessity of introducing new teaching methods that can solve some of the problems of the educational system of the country are the most important reasons that justify the importance and necessity of the present research. Demonstrating the practical aspects of new teaching methods can help teachers break down the barriers of bigotry and conservatism in teaching and learning and guide students toward a brighter future and a learning community tomorrow. Therefore, the question has been raised in the present study whether researchbased education is effective on selfdirection of ninth grade female students in Tonekabon city?Case study In this study, the students were all ninth grade female from Tonekabon city and it has been studied as a case study.Theoretical framework Researchbased teaching method or researchbased training is one of the active and processoriented teaching methods that is based on challenging questions and vague situations and gives the student the opportunity to design and make decisions and solve problems (Afshari, 2014). The researchbased learning model, also known as the 5E training model, was introduced by Bayby in the early 1980s (Amirtimori, et al., 2014) and learning is considered as an iterative cycle consisting of five stages of activation, exploration, explanation, elaboration, and evaluation (Afshari, 2014). Instead of emphasizing on information and facts and presenting them, this model teaches students how to learn and equips them with skills and abilities that can constantly meet their information needs (Asadian Habibi Azar, 2013). A researchbased educational model actively engages learners in daily tasks and expands deeper and more vital thinking (Huet, et al., 2007). Dostal Klement (2015) point out that researchbased teaching provides a deep understanding of the subject, learning ways of thinking, discovering and solving problems, and learning how to learn new things, and provides ample opportunity to increase students’ creativity (Dostal Klement). , 2015). A study by Arantes Amaral et al. (2018) showed that researchbased learning method improves students’ learning (Arantes Amaral, et al., 2018). The study of Putra (2017) showed that the 5E educational model improved selfregulated learning in learners (Putra, 2017).MethodologyThe present study is a quasiexperimental with a pretestposttest design with a control group. The statistical population of the present study included all 606 ninth grade female students in Tonekabon. The sample size consisted of 40 ninth grade female students of the first secondary school of Tonekabon city who were randomly selected from multistage clusters. First, a girls ’school was selected from among the girls’ secondary schools in Tonekabon city. In this school, 9 classes with 215 students, all ninth grade students were identified as basic statistical samples and a selfguidance questionnaire was administered to them. Among those who had good selfdirection (mean point score as a criterion that 20 people were above average and 20 people were below average), 40 people were randomly selected. On 20 subjects in the experimental group, researchbased training was presented during 7 sessions of training, two onehour sessions per week, and finally the test results were compared with 20 subjects in the control group. Data collection tool was the standard selfdirected assessment questionnaire in the learning of the students. This questionnaire was developed by Fisher et al. (2001) to replace the Gaglimino (1977) Learning SelfGuidance Readiness Scale (Fisher, et al., 2001).Discussion and ResultsThe results of Leuven test of variance error of dependent variables after the test of willingness to learn, selfcontrol and selfmanagement showed that the assumption of equality of variance error was not questioned and the analysis of covariance is unobstructed. After adjusting the posttest scores of desire to learn, there is a significant effect of posttest factor and group. Modified scores of researchbased education suggest that the experimental group receives an impact from the control group on the realization of the desire to learn. In other words, the group variable explains 93.4% of the variance of changes in the desire to learn in the experimental group. After adjusting the selfcontrol posttest scores, there is a significant effect of the posttest factor and the group. Adjusted scores of researchbased education suggest that the experimental group receives influence from the control group on the realization of selfcontrol. In other words, the group variable explains 67.5% of the variance of selfcontrol changes in the experimental group. After adjusting the selfmanagement posttest scores, there is a significant effect of the posttest factor and the group. The adjusted scores of researchbased education suggest that the experimental group has influenced the control group in achieving selfmanagement. In other words, the group variable explains 75.2% of the variance of selfmanagement changes in the experimental group.ConclusionThe aim of this study was to determine the effectiveness of researchbased education on selfdirection of ninth grade female students in Tonekabon. Findings of this study showed that researchbased education has an effect on the realization of the desire to learn. This finding is consistent with the study of Dostal and Clement (Dostal, Klement, 2015) who stated that researchbased education is effective to determine what people learn. This finding also maintained the study of Karsli and Ayas (Karsli Ayas, 2014) that the researchbased education model increases students’ motivation to learn. In explaining this finding, we can point to the important role of willingness to learn as one of the indicators of selfdirection among students, which received the most impact. The findings of this study also showed that researchbased education has been effective in increasing students’ selfcontrol. This finding is consistent with the study of Asadian and Habibi Azar (Asadian, Habibi Azar, 2013) that this educational model equips students with skills to be able to meet their own information needs. In fact, selfcontrol is one of the important variables of selfdirection that with such skills, students are able to analyze, plan, implement and evaluate learning activities independently. Another finding of this study showed that researchbased education is effective in increasing students’ selfmanagement. In a general conclusion, the findings of this study showed that researchbased education has been effective on selfdirection of ninth grade female students. The Putra study (2017), which showed that the 5E educational model improves selfregulated learning in learners, also confirms and supports this finding. Selfdirected learning is a process in which learners are responsible for identifying their educational needs, planning, implementing and evaluating their learning outcomes, and work on initiative and independent from others to achieve predetermined learning goals. In fact, conducting this researchbased research showed that selfdirected learning is an approach to the learning process that encourages learners to identify their own learning goals or needs through shared cognition and participatory decision making.
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