نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد گروه علوم تربیتی و روان‌شناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران

2 استادیار گروه علوم تربیتی و روان‌شناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران.

3 دانشیار گروه علوم تربیتی و روان‌شناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران.

10.30486/jsre.2019.551442.

چکیده

هدف از اجرای این پژوهش بررسی تأثیر آموزش مبتنی بر مدل طراحی آموزشی موج‌وار بر یادگیری و یادداری دانشجویان بود. جامعه آماری این پژوهش شامل 170 دانشجویان رشته علوم تربیتی-گرایش تکنولوژی آموزشی دانشگاه اراک و نمونه تحقیق دانشجویانی بودند که درس آموزش مبتنی بر سیستم‌ها را انتخاب کرده بودند به‌منظور انتخاب نمونه از روش نمونه‌گیری در دسترس استفاده شد. تعداد حجم نمونه 30 نفر بود که به‌صورت تصادفی در دو کلاس 15 نفره جای گرفتند. ابزار مورد استفاده در این پژوهش آزمون یادگیری و یادداری محقق ساخته بود، روایی محتوایی و صوری از طریق اساتید و متخصصین در حوزه علوم تربیتی مورد تأیید قرار گرفت. پایایی آن نیز با فرمول کودر-ریچاردسون 20، 54/0 به دست آمد. این آزمون‌ها با روش پیش‌آزمون- پس‌آزمون با گروه کنترل برای هر دو گروه در شرایط یکسان اجرا شد. برای تحلیل داده‌ها نیز از روش تحلیل واریانس برای اندازه‌گیری‌های مکرر (Repeated measure ANOVA) استفاده شد. نتایج این تحقیق نشان داد که روش آموزش مبتنی بر الگوی طراحی آموزشی موج‌وار بر یادگیری و یادداری دانشجویان تأثیر معنادار داشته است (p<0/05).

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Training Based on Pebble in the Pond Instructional Design Model on Learning and Retention of Students

نویسندگان [English]

  • somayyeh abdoli 1
  • Mohsen Bagheri 2
  • saeed Moosavi pour 3

1 M.Sc. Dept. of Educational Sciences and Psychology, Faculty of Humanities, Arak University, Arak, Iran.

2 Assistant Professor, Department of Education and Psychology, Faculty of Humanities, Arak University, Arak, Iran.

3 Associate Professor, Dept. of Educational Sciences and Psychology, Faculty of Humanities, Arak University, Arak, Iran.

چکیده [English]

The aim of this study was to investigate the effect of education based on Pebble in the Pond instructional design model on learning and retention of the students. The research population in this study included 170 students of Educational Sciences oriented in Educational Technology at Arak university, and the study samples were students who have chosen the system- based instruction course. Purposive sampling was used for selecting the samples.Total sample size was 30 subjects randomly divided into two 15-person classes. The researcher-made instrument used in this study was learning and retention test. The validity of test consist of formal, content validity was confirmed by professors of the education sciences and its reliability with Kuder-Richardson 20 Formula was measured as 54%. This test used pretest and posttest and it was conducted for both experimental and control groups in the same condition. For data analysis, repeated measure ANOVA was used. The results showed that the method of teaching based on Pebble in the Pond instructional design model had significant effect (p <0/05) on learning and retention of the students.

کلیدواژه‌ها [English]

  • First principles of instruction
  • task-center strategy
  • pebble in the Pond model
  • Learning
  • retention

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