بررسي مقايسه كيفيت يادگيري دانش آموزان قبل و بعد از هوشمندسازي مدارس از ديدگاه معلمان ابتدايي شهر ياسوج

The Study of Comparison of Students' Learning Quality before and After making the smart Schools from the Viewpoint of Primary Teachers in Yasuj

ﻣﻄﺎﻟﻌﻪي ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻣﻘﺎﯾﺴﻪ ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان ﻗﺒﻞ و ﺑﻌﺪ از ﻫﻮﺷﻤﻨﺪﺳﺎزي ﻣﺪارس از دﯾﺪﮔﺎه ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﯾﺎﺳﻮج ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. روش اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ- زﻣﯿﻨﻪﯾﺎﺑﯽ اﺳﺖ و ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ را ﺗﻤﺎﻣﯽ ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﯾﺎﺳﻮج ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 94 – 1393 در ﻣﺪارس ﻫﻮﺷﻤﻨﺪ ﻣﺸﻐﻮل ﺑﻪ ﺗﺪرﯾﺲ ﺑﻮده را ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ. ﺗﻌﺪاد 140 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﻃﺒﻖ ﺟﺪول ﻣﻮرﮔﺎن و ﮐﺮﺟﺴﯽ و ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪاي ﻧﺴﺒﯽ اﻧﺘﺨﺎب و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي ﻣﯿﺎن آﻧﺎن ﺗﻮزﯾﻊ ﮔﺮدﯾﺪ. ﺟﻬﺖ ﺗﻌﯿﯿﻦ رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ از رواﯾﯽ ﻣﺤﺘﻮا و ﭘﺎﯾﺎﯾﯽ آن از روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. اﻃﻼﻋﺎت ﺑﺪﺳﺖ آﻣﺪه در اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﻓﺮاواﻧﯽ ﻧﺴﺒﯽ، ﺗﺪوﯾﻦ ﺟﺪول، اﻧﺤﺮاف اﺳﺘﺎﻧﺪارد و ﻣﯿﺎﻧﮕﯿﻦ( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )آزﻣﻮن t ﻫﻤﺒﺴﺘﻪ( ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽدﻫﺪ ﻫﻮﺷﻤﻨﺪﺳﺎزي ﻣﺪارس ﺑﺮ ﺗﻤﺎﻣﯽ اﺑﻌﺎد ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد.

This study has been aimed to A Study on the Comparison of Students' Learning Quality before and After Intelligence of Schools from the Viewpoint of Primary Teachers in Yasuj The research methodology was descriptive-survey and statistic populations of the study were considered all primary teachers in Yasouj who has been thought in schools during the 1393- 94 academic year. 140 members of primary teachers selected based on Morgan table, Krejcy and Cochran formula and by using of stratified random sampling, eventually was distributed self-made questionnaire of learning quality among them. It was used Cronbach's alpha in order to determine the questionnaire validity from content validity and also its reliability. The obtained information in this study was analyzed by using descriptive statistics (frequency, compiling table, standard deviation and mean) and also inferential statistics (paired t-test). The results indicated smart schools have positive and significant effects on the all dimensions of learning quality.