مقايسه اثربخشي آموزش بارش مغزي و تريز بر درگيري تحصيلي و سرزندگي تحصيلي دانش‌آموزان

Comparing the Effectiveness of Brainstorming and TRIZ Training on Students' Academic Engagement and Academic Buoyancy

اين پژوهش با هدف مقايسه اثربخشي آموزش بارش مغزي و تريز بر سرزندگي تحصيلي دانش­آموزان انجام گرفت. روش پژوهش نيمه­آزمايشي و با طرح پيش‌آزمون-پس‌آزمون با دو گروه آزمايش بود. جامعه آماري پژوهش شامل دانش­آموزان پسر مدارس دوره دوم متوسطه شهر گرمي در سال­تحصيلي 1402-1401 به تعداد 750 نفر بود كه از بين آن‌ها 30 نفر به روش نمونه­گيري در دسترس و پس از كسب معيارهاي ورود به مطالعه در دو گروه 15 نفره جاي داده شدند. ابزار به كار رفته در اين پژوهش، مقياس درگيري تحصيلي ريو و سرزندگي تحصيلي دهقاني­زاده و حسين­چاري بود. برنامه آموزش بارش مغزي لفرانكويس طي 6 جلسه 90 دقيقه­اي براي گروه آزمايش اول و آموزش تريز سرگي و همكاران طي 6 جلسه 90 دقيقه­اي براي گروه آزمايش دوم اجرا شد. تجزيه و تحليل داده­ها با استفاده از تحليل كواريانس تك متغيره در برنامه SPSS انجام شد. نتايج نشان داد بين نمرات پس­آزمون درگيري تحصيلي گروه­ها تفاوت معني‌دار وجود نداشت (05/0

This research was conducted with the aim of comparing the effectiveness of brainstorming and TRIZ training on students' academic engagement and academic buoyancy. The research method was semi-experimental with a pre-test-post-test design with two experimental groups. The statistical population of the research included 750 male students of the second year secondary schools in Garmy city in the academic year of 2022-2023, of which 30 were selected by available sampling and after obtaining the inclusion criteria, they were divided into two groups 15 Test subjects 1 and 2 were placed. The instrument used in this research was the Reeve 's academic engagement scale, academic buoyancy scale of Dehghanizadeh and Hossein Chari. Brainstorming training program during 6 sessions of 90 minutes for the experimental group 1 and the TRIZ program during 6 sessions of 90 minutes for the experimental group 2 were implemented by the teachers. Data analysis was done using univariate analysis of covariance in SPSS program. The results showed that there was no significant difference between the post-test scores of academic engagement of the groups (P<0.05), but a significant difference between the scores of the academic buoyancy post-test of the groups (F=6.658, P=0.016). The academic buoyancy scores of TRIZ training group have increased more compared to the brainstorming training group, as a result, TRIZ training has been more effective in improving academic buoyancy compared to brainstorming training. In general, according to the findings of the research, the TRIZ method is superior to the brainstorming method in increasing the academic buoyancy of students, and if teachers are trying to improve the academic vitality of students, they can achieve this goal faster and better by implementing the TRIZ teaching method.