تاثیر یادگیری مبتنی بر مسئله بر یادگیری خودراهبر، پیشرفت تحصیلی، رضایت تحصیلی و نگرش به یادگیری مبتنی بر مساله دانش‌آموزان پایه پنجم ابتدایی در درس علوم تجربی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی دانشگاه تبریز

2 دانشگاه تبریز

چکیده

ﭘﮋوﻫﺶ حاضر ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ تاثیر یادگیری مبتنی بر مسئله بر یادگیری خودراهبر، پیشرفت تحصیلی، رضایت تحصیلی و نگرش بر PBL دانش‌آموزان پایه پنجم‌ ابتدایی در درس علوم تجربی اﻧﺠﺎم یافته است. روش پژوهش به لحاظ رویکرد کمی، به‌لحاظ هدف کاربردی و به‌لحاظ ماهیت شبه تجربی بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان پسر پایه پنجم ابتدایی منطقه آموزشی نازلوی ارومیه به تعداد 320 نفر بودند که به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. جهت ﺟﻤﻊ‌‌آوری داده‌ﻫﺎ، از پرسشنامه‌ رضایت از یادگیری مبتنی بر مسئله کیم و پرسشنامه رضایت تحصیلی لنت و همکاران؛ پرسشنامه سنجش خودراهبردی در یادگیری دانش‌آموزان فیشر و همکاران؛ پرسشنامه دانش، ادراک و نگرش بر یادگیری مبتنی بر مسئله جاگاناثان و همکاران و پرسشنامه نگرش بر یادگیری مبتنی بر مسئله آلپر استفاده گردید. برای بررسی رواﯾﯽ پرسشنامه‌ها از نظرات اساتید گروه علوم تربیتی دانشگاه تبریز و برای ﭘﺎﯾﺎﯾﯽ آنها از آلفای کرونباخ استفاده شد. جهت تجزیه و تحلیل فرضیه‌های اول، سوم و چهارم ﭘﮋوﻫﺶ، از تحلیل کوواریانس چند متغیره و فرضیه‌ دوم از تحلیل کوواریانس تک‌متغیره استفاده شد و داده‌ها با نرم افزارSPSS27 تجزیه و تحلیل شده اند. ﻧﺘﺎﯾﺞ ﻧﺸﺎن دادﻧﺪ ﮐﻪ یادگیری مبتنی بر مسئله بر یادگیری خود‌راهبر، پیشرفت تحصیلی، رضایت تحصیلی و نگرش بر PBL دانش‌آموزان پایه‌ پنجم ابتدایی در درس علوم تجربی ﺗﺎﺛﯿﺮ دارد. این روش تاثیرات مثبت و مهمی‌را در میانگین یادگیری آنان دارد.

کلیدواژه‌ها

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