بررسي ارتباط مهارت حل مساله با پيشرفت تحصيلي دانشجويان دانشگاه علوم پزشكي بيرجند در سال 1395

Investigating the relationship between problem solving skills and academic achievement of students of Birjand University of Medical Sciences in 2017

پيشرفت تحصيلي، يكي از شاخص هاي مهم در ارزيابي نظام آموزش عالي است. در اين راستا، مهارت حل مساله از عوامل موثر و تاثيرگذار بر پيشرفت تحصيلي دانشجويان مي باشد. مطالعه حاضر با هدف تعيين رابطه مهارت حل مساله با پيشرفت تحصيلي دانشجويان دانشگاه علوم پزشكي بيرجند انجام گرفت.روش تحقيق: اين مطالعه توصيفي تحليلي از نوع همبستگي مي باشد كه در آن 342نفر از دانشجويان مشغول به تحصيل در دانشگاه علوم پزشكي بيرجند در سال تحصيلي 96-1395، به صورت تصادفي طبقه اي انتخاب شدند و مورد بررسي قرار گرفتند. ابزار جمع آوري داده ها شامل: پرسشنامه اطلاعات فردي، پرسشنامه استاندارد حل مساله hepner و pattersonو معدل كل دانشجويان براي بررسي پيشرفت تحصيلي بود. تحليل داده ها نيز براي شرح و توصيف داده ها استفاده گرديد.يافته ها:. براساس آزمون همبستگي پيرسون، رابطه مثبت و معني داري بين حل مساله با پيشرفت تحصيلي به دست آمد. همچنين بين پيشرفت تحصيلي دانشجويان برحسب جنسيت تفاوت معني داري وجود داشت (0/001>p)؛ اما بين نمره حل مساله دانشجويان مرد و زن تفاوت معني داري يافت نشد. نتيجه گيري: با توجه با ارتباط مستقيم حل مساله با پيشرفت تحصيلي دانشجويان، پيشنهاد مي شود كه اساتيد به جاي واداشتن دانشجويان به حفظ طوطي وار مفاهيم، روش ها و قواعد، يادگيرنده را در موضع حل مساله قرار دهند؛ به نحوي كه خود را در صحنه واقعي و رويارويي با مشكل ببيند و به حل آن بپردازد.

Academic achievement is one of the important indicators in the evaluation of higher education system. in this regard, problem-solving skills are among factors influencing students’ academic achievement. the purpose of this study was to determine the relationship between problem-solving skills and academic achievement of students at Birjand University of Medical Sciences. Materials and Methods: This study is a descriptive-analytic, correlational study in which students studying at Birjand University of Medical Sciences were selected via a stratified random sampling method in the academic year of - . the data collection tools comprised of a demographics form, Hepner & Petroson Standardized Problem Solving Questionnaire, and students’ total GPA scores as indicators of academic achievement. Data analysis was performed by SPSS using descriptive statistics (mean, standard deviation, frequency and percentage), Pearson correlation test, independent t-test, and, analysis of variance. Results: The majority of participants in this study ( ) were girls. Based on Pearson correlation test, there was a significant positive correlation between problem-solving and academic achievement. There was also a statistically significant difference between the students' GPA scores in terms of gender and student's faculty (P< ). But the score was not found significant differences between male and female students' problem-solving. Conclusion: Given the direct relationship between problem-solving and academic achievement of students, it is suggested that teachers put the learner in a position of solving problems rather than forcing them to rote learn concepts, methods, and rules so that they can see themselves in the real scene and face the problem and solve it.