تأثير الگوي طراحي آموزشي ديك و كاري بر يادگيري، يادداري و انگيزش پيشرفت تحصيلي درس علوم تجربي

The Effect of Dick and Carey Instructional Design Model on Learning, Retention and Achievement Motivation in Science Instruction

پژوهش حاضر با توجه به اهميت و تأثير الگوي طراحي آموزشي ديك و كاري در حوزه­ي فعاليت­هاي آموزشي انجام يافته و هدف آن بررسي تأثير طراحي آموزشي مبتني بر الگوي ديك و كاري بر يادگيري، يادداري و انگيزش پيشرفت تحصيلي درس علوم تجربي پايه­ ي نهم است. نوع پژوهش، شبه آزمايشي با طرح پيش ­آزمون – پس ­آزمون با گروه كنترل است. جامعه ­ي آماري پژوهش، تمام دانش ­آموزان دختر پايه ي سوم راهنمايي شهر اهر در سال تحصيلي 93-1392 بوده و از اين جامعه به ­طور تصادفي خوشه ­اي دو كلاس 25 نفره به ­عنوان نمونه انتخاب گرديد. به­ منظور سنجش آزمودني­ها، آزمون يادگيري و يادداري و پرسش­نامه ­ي انگيزش پيشرفت تحصيلي (ISM)*** به­ كار گرفته شد. براي روايي آن‌ها از نظرات استادان طراحي آموزشي، كارشناسان ذيربط و تعدادي از يادگيرندگان استفاده شد و ضريب پايايي آزمون يادگيري 83 /. و پرسش­نامه ­ي انگيزش پيشرفت تحصيلي (ISM( ./ 81 به ­دست آمد. در تجزيه­ وتحليل داده ­ها از شاخص ­هاي آمار توصيفي و استنباطي استفاده شده و با استفاده از نرم ­افزار SPSS24 مورد محاسبه قرار گرفت. نتايج نشان داد به­ كارگيري الگوي طراحي ديك و كاري در طراحي آموزشي درس علوم تجربي در مقايسه با شيوه­ ي سنتي باعث افزايش يادگيري و يادداري مي­شود اما از نظر انگيزش پيشرفت بين گروه­ ها تفاوت معناداري وجود ندارد.

This study was conducted according to the importance and effectiveness of instructional design models specially that of Dick and Carey regarding the educational activities and its effectiveness for learning, retention and achievement motivation of experimental sciences at the third-grade. The type of research was quasi–experimental with pretest-posttest design with control group. Statistical population of the research was all female students of the thirdgrade of Ahar in the academic year 2014-2015. Using cluster random sampling method, first, a school was selected from which two classes of 25 students were chosen as the actual participants of the study. In order to obtain the needed data, a learning test, a retention test and an achievement motivation questionnaire (ISM), were used whose validity were attested by the instructional design experts, stakeholders and a number of learners. For the reliability of the learning test the split-half method was utilized (0.83) and the reliability of the Achievement Motivation Questionnaire (ISM) was calculated by Cronbach's alpha method (0.81). Chapters 12, 13 and 14 of the science book were taught based on Dick and Carey instructional model for 8 sessions (each lasted for 45 minutes) to the Experimental group while the control group underwent the traditional method of instruction. After data collection, the multivariate analysis of variance and a Bonferroni test were employed. The results showed applying Dick and Carey instructional design model for the experimental sciences increased learning and retention compared with the traditional instruction while there was no significant difference in achievement motivation between the two groups.