نوع مقاله: مقاله پژوهشی

نویسندگان

1 1کارشناس ارشد برنامه ریزی آموزشی

2 2دانشیار گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران

3 3استادیار گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران

چکیده

تحقیق حاضر به مقایسه عملکرد تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر و پسر دوزبانه و تک زبانه دوره ابتدایی پرداخته است. این تحقیق توصیفی از نوع پیمایشی بوده است. جامعه آماری این تحقیق را دانش آموزان پایه چهارم و پنجم ابتدایی دخترانه و پسرانه مجتمع آموزشی معرفت شهرستان بابلسر به تعداد 152 نفر تشکیل می‌دهند. حجم نمونه پژوهش برابر با جامعه آماری است. جهت جمع‌آوری اطلاعات از پرسشنامه عملکرد تحصیلی درتاج (2004) و پرسشنامه خودکارآمدی تحصیلی جینک و مورگان استفاده شده است. نتایج حاصل از داده‌های پرسشنامه ها نشان می‌دهد که از بین عوامل عملکرد تحصیلی تنها در عامل برنامه ریزی، تفاوت معناداری بین دانش‌آموزان دختر دوزبانه و تک زبانه وجود دارد؛ و در بین عوامل خودکارآمدی تحصیلی در عامل استعداد تحصیلی، بین دانش‌آموزان دختر دوزبانه و تک زبانه تفاوت معنادار است.

کلیدواژه‌ها

عنوان مقاله [English]

The Comparison of the bilingual and the monolingual students' academic performance and academic self-efficacy in the elementary schools

چکیده [English]

The present research has been an attempt to compare academic performance and academic self-efficacy of bilingual and monolingual elementary school students the target population comprised 152 male and female 4th and 5th grade students studying at Marefat School in Babolsar. The sample size was equal to the population, and the data was gathered through Dortaj's (2004) academic performance questionnaire, and Morgan-Jink's student efficacy scale (1999). Cranach's alpha was calculated for the two instruments as 0.75 and 0.70 respectively. Data analysis in descriptive statistics included bar chart, frequency percentage, frequency charts and in inference statistics one-sample Kolmogrov Smirnov test, Mann-Whitney U test, and T-test. The results revealed that among academic performance elements, there has been a significant difference only in the planning component. And also among academic self-efficacy, between female bilingual and monolingual students there was a significant difference in the academic talent factor..

کلیدواژه‌ها [English]

  • Bilingual
  • Monolingual
  • Academic Performance
  • academic self-efficacy
  • Elementary School Students

Amogne.D (2008).An Investigation of the Correlation among Efficacy Sources, Students’ Self-Efficacy and Performance in Reading and Writing Skills: Bahir Dar University in Focus, Addis Ababa University, Institute of Language Studies, Department of Foreign Languages and Literature. Aslfattahi,,Bahram(1994). Evaluate and compare the academic achievement of students monolingual and bilingual elementary school in the city of Tehran and Tabriz Persian and spelling lessons year 73-1372, MA Thesis, The Teacher Training University of Tehran (Persian). Baker. C (2003).A Parents and Teachers Guide to Bilingualism 2nd Ed. Multilingual Matters Ltd: Clevedon, Boston, Toronto, Sydney. Blake. S and Larry. L (2006). Exploring the relationship between academic Self-Efficacy and middle school students’ performance on a high-stakes mathematics test, Teacher education –Inservice/Professional Development,Vol, 2.PP. 655-656. Coutinho. S (2008). Self-Efficacy, metacognition and performance. North American journal of psychology. Vol. 10, No. 1, 165-172. Derakhshan,N & Taimury,L(2009). Theories, approaches and strategies for bilingual education, Proceedings of the First National Conference on Bilingualism and Education, Tabriz Institute of Education Studies, 488-464(Persian). Fallahi, Vida (2006). Foreign language teaching in primary schools today: necessity or luxury negligible consideration in the curriculum? Proceedings of the International Conference on Innovation in the elementary school curriculum, Curriculum Studies Association, Shiraz: Shiraz University (Persian). Johnston. R (2002).Immersion in a second or additional language at school. A review of the international research.Stirling: CILT. www.scilt.stir.ac.uk/pubs.htm. Karimzadeh.M & Mohseni.N (2006). Investigate the relationship between academic self-efficacy and academic achievement in secondary school students in Tehran, Women's Studies Quarterly, Year IV, No. 2, 45-29(Persian). Keramaty,H & Shahraray, M(2004). Examine the role of perceived self-efficacy in mathematics performance, innovation training, third year, No. 103-115(Persian). Khoshru,Vahid(1995).Investigate the relationship between intelligence and academic achievement of bilingual pupils, MA Thesis, Tehran, Allameh Tabatabai University(Persian). Millis.N, Pajares.F & Herron. C (2007).Self-Efficacy of College Intermediate French Students: Relation to Achievement and Motivation. Language Learning, 57 (3), PP.126-141. Myrmoshtaqhy, SH (2005). Comparison of the relationship between self-efficacy and self-regulation and academic achievement in third grade female students in secondary school courses in mathematics, physics and social sciences in Tehran, MA Thesis ,School psychologist and Educational Sciences,: Tehran: Alzahra University(Persian). Najmi, P. (2008). The relationship between academic self-efficacy and academic motivation and academic achievement of third grade students math, physics and humanities disciplines, MA Thesis ,School psychologist and Educational Sciences, Tehran: Tabataba'i University(Persian). Pajares.F & Urdan.T (2005).Self-efficacy and adolescents. Greewich, CT: Information Age. Patrinos. H.A, Velez. E (2009).Costs and benefits of bilingual education in Guatemala: A partial analysis. International Journal of Educational Development, 29, PP.594–598. Pufahl.I, Rhodes.N, Christian.D (2001).What We Can Learn From Foreign Language Teaching In Other Countries?. ERIC Digest, ED456671. Rahmatian,R & Atrashi,M.H(2007).The role of gender in the process of learning a foreign language, Journal of Human Sciences, No. 55, 26-15(Persian). Rezaee Darvish,Marzieh(2006). Examine the relationship of mathematics self-efficacy, math anxiety, math attitudes and math achievement, gender and first year high school students of Tehran, M.A Thesis, Faculty of Psychology and Educational Sciences, Tehran, Allameh Tabatabai University (Persian). Roshanyan, Ramin.M &, Aghazadeh, M (2013) research on self-efficacy among graduate students of Psychology and Educational Sciences, Research in Curriculum Planning, Year 10, Vol.2, No. 12 (39), 147-155(Persian). Shank, D, Pajares, F(2006). Development of academic self-efficacy, Translating M. Kabiri, school counselor, Volume I, No. 3, 63-58(Persian). Schultz, A & Schultz,D (2008). Theories of Personality, translated by Seyed Mohammadi, Y, Publication Arasbaran: Tehran (Persian). Schuster. B.G (2005). Did Foreign Language in the Elementary School (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English? Foreign Language Annals, Volume, 38, No, 3. Sheikholeslami, R. & Ahmadi, S (2011), Coping strategies predict academic self-efficacy and goal orientation on students of Shiraz University ,Research in Curriculum Planning, Year VIII, Vol. 2, No.4 (31), 15-24(Persian). Taylor-Ward, C (2003). “The Relationship Between Elementary School Foreign Language Study in Grades Three Through Five and Academic Achivement on The Iowa Tests of Basic Skills (ITBS) and The Fourth-Grade Louisiana Educational Assessment Program for the 21ST Century (Leap 21) Test”, Louisiana State University and Agricultural and Mechanical College, the Department of Curriculum and Instruction. Turnbull. M, Hort. D & Lapkin. S (2000). French immersion students performance on Gradse 3 provincial tests: Potential impacts on program design. Final report submitted to Education Quality and Accountability Office (EQAO) Ottawa: OISE-UT, Modern Language Centre. Zamani, Mohammad Rasul(2000).At what age to start learning a foreign language? Development of language, No. 58, 10-8(Persian). Zimmerman. B. J & Bandura. A & Pons, M (1995). Self-Motivation for Academic Attainment. Self-Efficacy Beliefs and Personal Goal Setting, Vol. 29, PP. 663-676.