راﺑﻄﻪ ﺑﯿﻦ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ در داﻧﺶ آﻣﻮزان

The Relationship between Modern Teaching Methods and Self-Regulated Learning Strategies with the Mediating Role of Students’ Perceptions of Classroom Activities

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ در داﻧﺶ آﻣﻮزان ﺑﻮده اﺳﺖ. ﭘﮋوﻫﺶ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻟﺤﺎظ روش، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ 4816 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮﺳﺘﺎن ﻧﮑﺎ ﺑﻮده اﺳﺖ. ﻧﻤﻮﻧﻪ آﻣﺎري ﺑﻪ ﺗﻌﺪاد 381 ﻧﻔﺮ و ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن و ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﺑﺮ ﺣﺴﺐ ﺟﻨﺴﯿﺖ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻬﺖ ﮔﺮدآوري داده ﻫﺎ از ﺳﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ وﻟﯽ ﻧﮋاد ﺳﻨﮕﺪه اي و ﻫﻤﮑﺎران )1395(، راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﻮﻓﺎرد و ﻫﻤﮑﺎران )1995( و ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ ﺟﻨﺘﺮي و ﻫﻤﮑﺎران )2002( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﭘﺎﯾﺎﯾﯽ آﻧﻬﺎ ﺑﺎ ﻣﺤﺎﺳﺒﻪ ﻓﺮﻣﻮل آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮاي ﻫﺮ ﯾﮏ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺮاﺑﺮ 0/70، 0/77 و 0/92 ﺑﻪ دﺳﺖ آﻣﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ داده ﻫﺎي ﺣﺎﺻﻠﻪ، از ﻣﺪل ﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﺎ ﮐﻤﮏ روش ﺣﺪاﻗﻞ ﻣﺮﺑﻌﺎت ﺟﺰﺋﯽ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار آﻣﺎري ﭘﯽ ال اس اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ و ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ ﺑﺎ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ در داﻧﺶ آﻣﻮزان راﺑﻄﻪ ﻣﻌﻨﺎداري وﺟﻮد دارد و ﻣﻘﺪار 83/7 درﺻﺪ از راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ و 73/3 درﺻﺪ از ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ ﺗﻮﺳﻂ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ ﺗﺒﯿﯿﻦ ﻣﯽ ﺷﻮد و ﻣﺘﻐﯿﺮ ادراﮐﺎت ﻓﻌﺎﻟﯿﺖ ﻫﺎي ﮐﻼﺳﯽ اﺛﺮ ﻣﯿﺎﻧﺠﯽ ﺑﺮ راﺑﻄﻪ ﺑﯿﻦ روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ را دارد. ﻫﻤﭽﻨﯿﻦ ﺷﺎﺧﺺ ﻫﺎي ﺑﺮازﻧﺪﮔﯽ ﻣﺪل ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ ﻣﺪل اراﺋﻪ ﺷﺪه از ﺑﺮازش ﻣﻨﺎﺳﺒﯽ ﺑﺮﺧﻮردار اﺳﺖ.

The purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit.