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رابطه سبکهای تدریس اعضای هیات علمی با اشتیاق تحصیلی و عملکرد تحصیلی دانشجویان | ||
تدریس پژوهی | ||
مقاله 8، دوره 11، شماره 3 - شماره پیاپی 32، مهر 1402، صفحه 175-150 اصل مقاله (857.59 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/trj.2023.62905 | ||
نویسندگان | ||
اصغر زمانی* 1؛ مهتاب پورآتشی1؛ مصطفی باقریان فر2 | ||
1دانشیار موسسه پژوهش و برنامه ریزی آموزش عالی | ||
2دکتری برنامهریزی درسی در آموزش عالی، مدرس مدعو دانشگاه فرهنگیان | ||
چکیده | ||
پژوهش حاضر با هدف بررسی و تعیین رابطه سبکهای تدریس اعضای هیات علمی با اشتیاق تحصیلی و عملکرد تحصیلی دانشجویان انجام گرفته است. روش پژوهش حاضر از نوع توصیفی - همبستگی بوده است. جامعه آماری آن دانشجویان دختر و پسر دانشگاههای شهر تهران بودند که بر اساس جامعه نامحدود و به روش نمونهگیری تصادفی (در دسترس) انتخاب شدند. اطلاعات به شیوه میدانی با استفاده از ابزار پرسشنامه جمعآوریشده است. ابزار اصلی گردآوری دادهها، پرسشنامه سبک تدریس گراشا و ریچمان (1996) و پرسشنامه اشتیاق تحصیلی فردریکز، بلومنفیلد و پاریس (2004) بود. این پرسشنامه ها به صورت طیف پنج درجه ای لیکرت طراحی شده است. پرسشنامه سبک تدریس متشکل از پنج مؤلفه شامل سبک تخصصی، سبک اقتدار رسمی، سبک تعاملی، سبک شخصی و سبک تسهیل گری است. همچنین برای سنجش عملکرد تحصیلی دانشجویان نیز از معدل ترم دوم آنها در سال تحصیلی 401- 1400 استفاده شد. جهت تعیین روایی ابزارها از روایی صوری و محتوایی و پایایی آنها از روش آلفای کرونباخ استفاده شد. داده های بدست آمده با استفاده از آمار توصیفی و آمار استنباطی و با کمک نرمافزار Spss ویرایش 24 تجزیه و تحلیل شدند. نتایج حاصل از تحلیل یافتهها نشان داد که بین سبکهای تدریس اعضای هیات علمی و اشتیاق تحصیلی دانشجویان رابطه مثبت و معنادار وجود دارد. همچنین بین سبکهای تدریس اعضای هیات علمی و عملکرد تحصیلی دانشجویان رابطه مثبت و معناداری وجود دارد. بنابراین، پیشنهاد میشود اعضای هیات علمی با تسط بر سبک های تدریس نوین که بر اشتیاق و عملکرد تحصیلی دانشجویان تاثیرگذار هستند، از تمرکز بر سبک مرسوم سخنرانی فاصله گرفته و با مشارکت گرفتن از دانشجویان، میزان یادگیری اثربخش را افزایش دهند. | ||
کلیدواژهها | ||
آموزش عالی؛ اشتیاق تحصیلی؛ دانشجویان؛ سبک تدریس؛ عملکرد تحصیلی؛ اعضای هیات علمی | ||
مراجع | ||
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