تأثیر آموزش مبتنی بر ایفای نقش بر اشتیاق به برقراری ارتباط و عملکرد تحصیلی در درس جامعه‌شناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیأت علمی گروه علوم تربیتی دانشگاه اراک

2 کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی اردکان

چکیده

هدف از پژوهش حاضر ارزیابی تأثیر تدریس به شیوۀ ایفای نقش بر عملکرد تحصیلی و اشتیاق به ارتباط در درس جامعه­شناسی در بین دانش­آموزان دوره دوم متوسطه شهر یزد بود. پژوهش حاضر، آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه گواه است. جامعۀ آماری پژوهش، کلیۀ دانش­آموزان دوره متوسطه شهر یزد بودند که به­طور تصادفی یک مدرسه و تعداد 49 دانش­آموز پسر انتخاب و به دو گروه کنترل و آزمایش تقسیم شدند. در نهایت پس از ریزش آزمودنی­ها 17 نفر به‌عنوان گروه کنترل و 19 نفر به­عنوان گروه آزمایش مورد تحلیل قرار گرفتند. گروه کنترل به شیوه مرسوم و مبتنی بر سخنرانی و گروه آزمایش به شیوه ایفای نقش آموزش دیدند. ابزار جمع‌آوری داده­ها شامل مقیاس اشتیاق به ارتباط مک­کروسکی و آزمون محقق ساخته عملکرد تحصیلی بود. به‌منظور تحلیل داده‌ها از آزمون تی مستقل استفاده شد. نتایج پژوهش نشان داد که عملکرد تحصیلی دانش­آموزان در تدریس مبتنی بر ایفای نقش در مقایسه با تدریس سنتی به­صورت معنی­داری افزایش یافته است. اما روش تدریس ایفای نقش در مقایسه با روش تدریس سنتی بر متغیر اشتیاق به ارتباط تأثیر معنی­داری نداشت. بنابراین بر اساس نتایج پژوهش می­توان نتیجه گرفت که معلمان درس جامعه­شناسی به‌منظور بهبود کیفیت یادگیری به‌جای استفاده از روش­های تدریس سنتی، تدریس خود را به شیوۀ ایفای نقش اجرا کنند.

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