مقايسه تأثير آموزش با استفاده از الگوي بايبي و روش آموزش تركيبي بر پيشرفت تحصيلي و مسئوليت پذيري اجتماعي دانشجويان دانشگاه فرهنگيان

Comparison of Educational Efficiency Using the Bybee Model and the Combined Teaching Method on Academic Achievement and Social Responsibility of Students of Farhangian University

هدف پژوهش حاضر مقايسه تأثير روش تدريس پنج مرحله اي بايبي و روش تدريس تركيبي بر پيشرفت تحصيلي و مسئوليت پذيري اجتماعي دانشجويان دانشگاه فرهنگيان بود. روش پژوهش شبه آزمايشي بود و از طرح پيش آزمون – پس آزمون دو گروهي استفاده شد. يك گروه با روش تركيبي و گروه ديگر با روش بايبي به مدت هشت جلسه نود دقيقه اي در هشت هفته متوالي آموزش ديدند. جامعه آماري تمام دانشجويان دانشگاه فرهنگيان فارس بودند كه تعداد سي و چهار نفر به شيوه نمونه گيري تصادفي خوشه اي چند مرحله اي انتخاب و به طورتصادفي در دو گروه (هر گروه هفده نفر) قرار گرفتند. براي گردآوري اطلاعات از پرسشنامه‌ي مسئوليت‌پذيري اجتماعي قلاوندي و همكاران و آزمون پيشرفت تحصيلي محقق ساخته استفاده شد. روايي پرسشنامه‌ي‌ مسئوليت‌پذيري اجتماعي با استفاده از روايي محتوايي و پايايي آن با محاسبه ضريب آلفاي كرونباخ (0/859) برآورد و مورد تأييد قرار گرفت. روايي آزمون پيشرفت تحصيلي با روايي محتوايي تأييد شد و براي اندازه گيري ميزان همساني دروني آن از روش كودرريچاردسون استفاده شد كه مقدار 0/78 به‌دست آمد. جهت تجزيه و تحليل اطلاعات از آمار توصيفي و آزمون تحليل كوواريانس چند متغيره استفاده شد. يافته ها نشان داد ميانگين نمرات پيشرفت تحصيلي و مسئوليت پذيري اجتماعي دانشجوياني كه با روش بايبي (5E) آموزش ديده بودند به طور معني داري بيشتر از ميانگين نمرات دانشجوياني بود كه با روش تركيبي آموزش ديدند. استفاده از روش بايبي در مقايسه با روش تركيبي باعث افزايش مسئوليت پذيري و پيشرفت تحصيلي دانشجويان مي شود.

The purpose of the present study was to compare the efficiency of Bybee five-step teaching method and the combined teaching method on academic achievement and social responsibility of students at Farhangian University. The research method was quasi-experimental. A pretest-post-test design was used for two groups. The statistical population was all students of Farhangian University of Fars province. A total of 34 students were selected through multi-stage cluster random sampling and randomly divided into two groups (each group included 17 people). One group was trained with the combined teaching method and the other group was trained with Bybee method in eight 90-minute sessions during eight weeks. For collecting data, the Social Responsibility Questionnaire of Qalavandi & et al. (2014) and the researcher-made academic achievement test were used. Validity of social responsibility questionnaire was assessed using content validity and its reliability was calculated by calculating Cronbach's alpha coefficient (0.859). The validity of the test of academic achievement was confirmed by content validity. To determine its reliability, the Kuder-Richardson formula was used and its value was 0.78. Descriptive statistics and covariance analysis were used to analyze the data. The findings indicated that the level of academic achievement and social responsibility of students who were trained with the Bybee method (5E) was significantly more than those who were trained with the combined teaching method. Compared to the combined method, using the Bybee method increases students' responsibility and academic achievement.