كليدواژه :
دوره انتقال , آموزش بزرگسالان , مهارت نوشتن , مهارت رياضي
چكيده فارسي :
ﻫﺪف اﯾﻦ ﺗﺤﻘﯿﻖ ﺗﻌﯿﯿﻦ ﻧﺮخ ﭘﺎﯾﺪاري ﺳـﻮاد در ﻗﺒﻮل ﺷﺪﮔﺎن دوره اﻧﺘﻘﺎل ﺑﻮد. روش ﺗﺤﻘﯿﻖ از ﻧﻮع ﺷﺒﻪ آزﻣﺎﯾﺸـﯽ از ﻧﻮع ﻃﺮح ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺮاي ﯾﮏ ﮔﺮوه ﺑﻮد. ﻃﺮح ﺗﺤﻘﯿﻖ ﺑﻪ اﯾﻦ ﺻﻮرت ﺑﻮد ﮐﻪ از ﺑﯿﻦ اﻓﺮاد ﻗﺒﻮل ﺷـﺪه در دوره اﻧﺘﻘﺎل در 4 ﺷـﻬﺮﺳـﺘﺎن ﻗﺮوه، دﯾﻮاﻧﺪره، ﻧﺎﺣﯿﻪ 2 ﺳﻨﻨﺪج و ﮐﺎﻣﯿﺎران ﮐﻪ ﺗﻌﺪاد آﻧﻬﺎ 290 ﻧﻔﺮ ﺑﻮد ﺑﺮاﺳــﺎس ﺟﺪول ﻣﻮرﮔﺎن ﺗﻌﺪاد 165 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷــﺪﻧﺪ و ﻧﻤﺮات ﻗﺒﻮﻟﯽ اﯾﻦ اﻓﺮاد ﺑﻪ ﻋﻨﻮان ﭘﯿﺶآزﻣﻮن در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷـﺪﻧﺪ و ﺑﻌﺪ از آن آزﻣﻮﻧﻬﺎي ﮔﺮﻓﺘﻪ ﺷﺪه ﺑﻪ ﻋﻨﻮان ﭘﺲآزﻣﻮن در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷـﺪ. اﺑﺰار ﮔﺮدآوري دادهﻫﺎ ﺷﺎﻣﻞ آزﻣﻮنﻫﺎي ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ رﯾﺎﺿﯽ، اﻧﺸﺎء و ﺟﻤﻠﻪ ﻧﻮﯾﺴـﯽ و اﻣﻼء ﺑﻮد. ﻣﺤﺘﻮي آزﻣﻮﻧﻬﺎ از ﺑﯿﻦ آزﻣﻮﻧﻬﺎي اﺳـﺘﺎﻧﺪارد ﺑﺮﮔﺰار ﺷﺪه ﺑﺮاي ﺳﻮادآﻣﻮزان دوره اﻧﺘﻘﺎل اﻧﺘﺨﺎب ﺷـﺪ و در ﺿـﻤﻦ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ آزﻣﻮﻧﻬﺎي ﺳـﺎﺧﺘﻪ ﺷﺪه ﺗﻮﺳﻂ ﭼﻨﺪ ﻧﻔﺮ ﻣﺘﺨﺼﺺ ﺳـــﻨﺠﺶ و اﻧـﺪازهﮔﯿﺮي ﺗـﺎﺋﯿﺪ ﺷـــﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻧﺸـــﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن در دوره اﻧﺘﻘﺎل ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد داﺷــﺖ و ﺳــﻮادآﻣﻮزان ﺗﻘﺮﯾﺒﺎً 15 ﻣﻄﺎﻟﺐ ﻓﺮاﮔﺮﻓﺘﻪ ﺷـﺪه را ﻓﺮاﻣﻮش ﮐﺮده ﺑﻮدﻧﺪ. ﺳﺎﯾﺮ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن در درس رﯾﺎﺿﯽ ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد داﺷﺖ و ﺳﻮادآﻣﻮزان ﺗﻘﺮﯾﺒﺎً 38 ﻣﻄﺎﻟﺐ ﻓﺮاﮔﺮﻓﺘﻪ ﺷﺪه را ﻓﺮاﻣﻮش ﮐﺮده ﺑﻮدﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن درس اﻣﻼء ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد دارد و ﺳـــﻮادآﻣﻮزان ﺗﻘﺮﯾﺒـﺎً 8 ﻣﻄـﺎﻟـﺐ ﻓﺮاﮔﺮﻓﺘﻪ ﺷـــﺪه را ﻓﺮاﻣﻮش ﮐﺮدهاﻧﺪ اﻣﺎ ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن درس اﻧﺸـﺎء و ﺟﻤﻠﻪ ﻧﻮﯾﺴﯽ ﺗﻔﺎوت ﻣﻌﻨﯽداري وﺟﻮد ﻧﺪاﺷﺖ. ﻧﺘﺎﯾﺞ اﯾﻦ ﺗﺤﻘﯿﻖ ﻟﺰوم ﺑﺮﻧﺎﻣﻪرﯾﺰي و اﺳﺘﺮاﺗِﮋﯾﻬﺎي ﻣﻨﺎﺳﺐ ﺑﻪﻃﻮرﯾﮑﻪ ﺳﻮادآﻣﻮزان ﺑﻌﺪ از دوره رﻫﺎ ﻧﺸﻮﻧﺪ را اﯾﺠﺎب ﻣﯽﮐﻨﺪ.
چكيده لاتين :
Abstract : The present study aims to investigate literacy stability rate among the trainees admitted to the transition course. The methodology is quasi-experimental with pre-tests and post-tests for one group. Total 165 trainees were selected out of the total trainees who had been admitted to the course, and their pass marks were considered pre-tests. Later, post-tests were administered to the selected trainees. Data collection instruments were achievement tests on mathematics, essay writing, sentence writing and spelling. The contents of all the tests were based on previously administered standard tests, with their content reliability measured by educational experts. The findings show that there is a significant difference between the results of the pre-tests and post-tests, which, in turn, indicates that the trainees had already forgotten approximately 15% of the learned content. The findings also show that there is a significant difference between the results of the pre-tests and post-tests on mathematics, which, in turn, indicates that the trainees had already forgotten approximately 38% of the learned content. Furthermore, the findings show that there is a significant difference between the results of pre-tests and post-tests on spelling, which, in turn, indicates that the trainees had already forgotten approximately 8% of the learned content. However, the difference between the results of the pre-tests and post-tests on essay writing and sentence writing were not significant. The findings of the present study point to the necessity of implementing appropriate planning and adopting useful strategies to address trainees’ needs after they complete the course.
