تحلیل مقایسه‌ای تربیت زیباشناختی و هنری در دانش‌آموزان دارا و بدون فعالیت‌های فوق ‌برنامه

هدف از پژوهش حاضر، مقایسه تربیت زیبایی‌شناختی و هنری در دانش‌آموزان دارا و بدون فعالیت‌های فوق‌برنامه بود. طرح پژوهش حاضر از نوع علّی - مقایسه‌ای بود. از بین کلیه دانش‌آموزان استان کهگیلویه و بویراحمد به روش نمونه‌گیری تصادفی خوشه‌ای 163 نفر انتخاب شدند. گردآوری داده‌ها با پرسشنامه محقق ساخته 24 سوالی صورت گرفت. روایی محتوایی و پایایی این پرسشنامه مورد بررسی و تایید قرار گرفت. آزمون t مستقل نشان داد بین دانش‌آموزان دارا و بدون فعالیت‌های فوق‌برنامه فرهنگی و هنری در مولفه‌های ساحت تربیت زیبایی‌شناختی و هنری تفاوت معناداری وجود دارد (0.01>p). سایر نتایج نشان داد که بر حسب جنسیت، دوره تحصیلی و محل زندگی تفاوت معناداری میان افراد شرکت کننده در فعالیت‌های فوق برنامه وجود دارد (0.05>p). پسران، دانش آموزان ابتدایی و افراد ساکن شهرها میانگین بالاتری داشتند. بر این اساس به نظر می‌رسد دانش‌آموزانی که در فعالیت‌های فرهنگی هنری شرکت می‌کنند دارای سطوح بالاتری از تحول در ساحت زیبایی‌شناختی و هنری هستند.

comparative analysis of the aesthetic and artistic education of students with and without extracurricular activities

the fundamental reform document of education considers human beings to possess six dimensions of development: faith-based education, devotional and moral education, economic and vocational education, biological and physical education, scientific and technological education, and aesthetic and artistic education (ghajari et al., 2020). aesthetic and artistic education refers to the individual and collective preparation of students to realize the aesthetic and artistic aspects of life (jafari kamangar & zarei, 2021). eisner (1983) believes that aesthetics and art play a significant role in education, opening new horizons for learners to recognize, perceive, and discover truths. therefore, by revising the curriculum and complementing it with an aesthetic approach, it is possible to cultivate well-balanced personalities (fallahi et al., 2011).extracurricular activities, such as field trips, festivals, exhibitions, and cultural and artistic competitions, are prominent factors in developing students' aesthetic dimension when they participate in. extracurricular activities encompass a range of efforts undertaken by children and adolescents under the guidance and supervision of educators, aimed at uncovering and nurturing their potential talents, thereby fostering their growth and excellence (taghipoor sahlabadi et al., 2021) .studies indicate that extracurricular activities have a significant impact on enhancing learning, fostering group participation, and promoting positive changes in students' attitudes (ericson, & mcklin, 2012), as well as encouraging an entrepreneurial orientation (kermani et al., 2021). groen (2017), in a study, demonstrated a positive correlation between participation in extracurricular activities and spiritual growth. it appears that, a deeper understanding of the artistic and aesthetic processes involved in extracurricular activities is needed to reevaluate the functional perspectives of educational administrators, teachers, and parents regarding these activities. this would facilitate the identification of obstacles and limitations and prposes appropriate solutions. accordingly, the aim of the present study was to compare students with and without extracurricular activities across various dimensions of aesthetic and artistic education.methodin this study, a descriptive research design of the causal-comparative type was employed. the statistical population of the research consisted of students in kohgiluyeh and boyer-ahmad province (in the southwest of iran), during the 2022-2023 academic year. the main study group included 70 students who participated in extracurricular activities. to select the comparison group, a cluster sampling method was used, where five schools were randomly selected from all schools in the province. from each school, two classes were randomly chosen, and questionnaires were distributed to students who did not actively participate in extracurricular activities.