بررسی میزان مشارکت و پیشرفت تحصیلی دانش‌آموزان دبیرستانی با استفاده از روش آموزش کلاس معکوس

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامهریزی درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

2 دانشیار گروه روشها و برنامههای آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

3 دانشیار گروه روشها و برنامه های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

4 استادیار گروه روشها و برنامه های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

5 دانشیار گروه زبان انگلیسی. سازمان پژوهش و برنامه ریزی آموزشی

چکیده

هدف این تحقیق بررسی میزان مشارکت و پیشرفت تحصیلی دانش‌آموزان دبیرستانی در درس زبان انگلیسی با روش آموزشی کلاس معکوس بوده است. برای انجام تحقیق از روش‌های توصیفی و شبه آزمایشی پیش­آزمون-پس­آزمون استفاده شده است. 56 دانش‌آموز دوم دبیرستان از  مدرسه­ای در شهر تهران به صورت تصادفی در دو گروه آزمایشی و کنترل قرار داده شدند و به مدت 20 هفته (هر هفته 2ساعت) آموزش زبان انگلیسی به صورت معکوس و سنتی به ترتیب برای گروه­های آزمایش و کنترل ارائه شد. برای بدست آوردن میزان مشارکت دانش‌آموزان در کلاس معکوس از پرسشنامه مشارکت ریو (2013) و برای اندازه‌گیری پیشرفت تحصیلی دانش‌آموزان از آزمون محقق‌ساخته استفاده شده است. پایایی پرسشنامه ریو، 95/ و پایایی آزمون محقق ساخته از طریق آزمون مجدد، 90/ محاسبه شده است. یافته‌های پژوهش نشان می­دهد که میزان مشارکت دانش‌آموزان در کلاس درس معکوس در هر چهار مؤلفه مشارکت رفتاری، شناختی، عاطفی و عاملی بالاتر از میانگین است. همچنین تفاوت معناداری در میزان پیشرفت تحصیلی دانش‌آموزان بین دو گروه آزمایش و کنترل وجود دارد. بر اساس نتایج این پژوهش، کلاس درس به شیوه معکوس با افزایش میزان مشارکت دانش‌آموز موجب بهبود عملکرد تحصیلی آنان می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction

نویسندگان [English]

  • Mostafa Bahmani 1
  • Mohamad Javadipour 2
  • Rezvan Hakimzade 3
  • Kevan Salehi 4
  • Sayed Behnam Alavi Moghaddam 5
چکیده [English]

The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0.95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate.

کلیدواژه‌ها [English]

  • Flipped learning
  • English language instruction
  • Engagement
  • academic achievement
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