اثربخشی بازخوردهای اصلاحی کتبی و کلامی معلمان طی ارزشیابی‌های تکوینی بر میزان هیجانات تحصیلی دانش‌آموزان پسر

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه لرستان

2 دانشگاه خوارزمی

3 دانشگاه تهران

چکیده

نظام تعلیم و تربیت همانند سایر نظام‌ها، دارای اصول و ویژگی‌های خاص خود است. از ویژگی‌های اساسی و لاینفک آن، ارزشیابی پیشرفت تحصیلی و ارائه بازخوردهای سودمند می باشد که به واسطه آن می‌توان به تحقق اهداف آموزش و از جمله زبان‌آموزی پرداخت. هدف پژوهش بررسی اثربخشی بازخوردهای اصلاحی کتبی و کلامی معلمان طی ارزشیابی‌های تکوینی بر میزان هیجانات تحصیلی (یادگیری و درسی) دانش‌آموزان پسر پایه هشتم متوسطه شهر خرم‌آباد بود. روش پژوهش نیمه‌تجربی مبتنی بر پیش‌آزمون – پس‌آزمون با گروه کنترل بود. تعداد 40 نفر نمونه پژوهش به روش خوشه‌ای چند مرحله‌ای انتخاب و به صورت تصادفی در گروه‌های آزمایش و گواه گمارده شدند. جمع‌آوری داده‌ها به وسیله پرسش‌نامه هیجانات تحصیلی پکران و همکاران (2005) انجام شد. داده‌ها با روش تحلیل کواریانس تک‌متغیری و چندمتغیری، تحلیل شدند. نتایج تحلیل کوواریانس مبین تفاوت معنی‌دار بین دو گروه بود بنابراین ارائه بازخوردهای کتبی و کلامی مبتنی بر مدل باتلر و وین می‌تواند اثربخش باشد.
 

کلیدواژه‌ها


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