اثربخشی آموزش مبتنی بر تلفن همراه بر خودراهبری یادگیری، مهارت‌های حل مسئله و عملکرد تحصیلی دانشجویان دانشگاه پیام نور

نوع مقاله : پژوهشی

نویسنده

استادیار، گروه علوم تربیتی، دانشگاه پیام نور

10.30473/etl.2022.63020.3738

چکیده

این پژوهش به منظور اثربخشی آموزش مبتنی بر تلفن همراه در خودراهبری یادگیری، مهارت‌های حل مسئله و عملکرد تحصیلی دانشجویان دانشگاه پیام نور بوکان انجام شده است. روش پژوهش از نوع طر‌حهای تحقیق آزمایشی مداخله‌ای پیش‌آزمون – پس‌آزمون با گروه کنترل است. جامعه آماری پژوهش شامل کلیه دانشجویان ورودی سال تحصیلی 98-97، رشته علوم تربیتی دانشگاه پیام نور مرکز بوکان (120 نفر) بود. بدین منظور 60 نفر که براساس آزمون هوش ریون (بهره هوشی بین 110-90) همتاسازی شده بودند، به عنوان نمونه در دو گروه آزمایش (30 نفر) و کنترل (30 نفر) به شیوه نمونه‌گیری تصادفی ساده قرار داده شدند. سپس در دو گروه آموزش مبتنی بر تلفن همراه (آزمایش) و آموزش سنتی (کنترل) پیش‌آزمون مقیاس خودراهبری یادگیری فیشر و همکاران (2001)، مقیاس مهارت‌های حل مسئله هپنر و پترسون (1982) و مقیاس محقق ساخته آمار جهت سنجش عملکرد تحصیلی اجرا شد و سپس گروه آزمایشی هشت جلسه 60 دقیقه‌ای به مدت 4 هفته متوالی به وسیله تلفن همراه آموزش دیدند و گروه کنترل به وسیله تلفن همراه، آموزشی دریافت نکردند و پس از آن از همة آزمودنی‌های گروه آزمایش و کنترل پس‌آزمون به عمل آمد و نتایج مورد مقایسه قرار گرفت. داده‏های به‌دست آمده با استفاده از آزمون کوواریانس به وسیلۀ نرم‌افزار spss.24 مورد تجزیه و تحلیل قرار گرفت. نتایج حاصل از تحلیل کوواریانس برای متغیرهای خودراهبری در یادگیری و مؤلفه‌های آن، مهارت‌های ادراک حل مسئله و مؤلفه‌های آن و عملکرد تحصیلی در سطح 01/0P < تفاوت معناداری را نشان داد. به طور کلی این پژوهش در هم‌سویی با نتایج پژوهش‌های مشابه حاکی از آن است که آموزش مبتنی بر تلفن همراه می‌تواند در افزایش خودراهبری در یادگیری، مهارت‌های ادراک حل مسئله و عملکرد تحصیلی دانشجویان نقش مؤثری داشته باشد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Mobile-Assisted Teaching in Self-Directed Learning, Problem-Solving Skills and Academic Performance of Payame Noor University Students

نویسنده [English]

  • Taher Mahboobi
Assistant Professor, Department of Educational Sciences, Payame Noor University
چکیده [English]

The purpose of this study was to examine the effectiveness of mobile-assisted teaching in self- directed learning, problem-solving skills and academic performance of Payame Noor University (PNU) students in Boukan. The study had an interventional design involving pretest - posttest with the control group. The study's statistical population was comprised of 120 students including all the students of educational sciences who had entered Boukan PNU Center in the academic year 97-98. To collect the data, sixty participants, who were homogenized on the basis of Raven Progressive Matrices (Intelligence Quotient with 90-110), were assigned randomly into one experimental group (30 participants) and one control group (30 participants). The Self-Directed Learning Scale (Fisher et al, 2001), Problem-Solving Skills Inventory (Heppner and Petersen, 1982) and an academic performance researcher-made scale were given to the experimental group and the control group as the pre-test of the study. Then the experimental group received 8 sessions (60 minutes each session) of mobile-assisted treatment in 4 weeks, while the control group underwent conventional teaching during that period. After finishing the sessions, the participants of both groups took the post-test, and the results were compared. The obtained data were analyzed using SPSS version 24. The analysis of covariance (ANCOVA) showed significant differences in the Self-Directed Learning Scale and its components, Problem-Solving Skills Inventory and its components, and the Academic Performance Scale of the participants in the groups at 0.01 level. The findings of this study, in accordance previous studies, indicate that mobile-assisted teaching can enhance self-directed learning, problem-solving skills and academic performance of Payame Noor University students. 

کلیدواژه‌ها [English]

  • mobile-assisted teaching
  • Self-Directed Learning
  • Problem-Solving Skills
  • Academic Performance
  • Payame Noor University students
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