تاثير تكاليف نوشتاري مبتني بر اصول تدريس ساختن گرايي بر پيشرفت تحصيلي درس مطالعات اجتماعي دانش آموزان پسر سال اول متوسطه

The Effect of Constructivism-based Written Homework on the Academic Achievement of the First-Grade High School Boys in "Social Studies" Book

This research was trying to design written homework based on the principles of constructivism and its effect on the academic achievement of the first-grade high school boys in "social Studies" book in Malayer town. So, 52 students were selected using random sampling in two groups of control and experimental. The variables like their grade, field of study, gender, and intelligence were kept the same in two groups. It was a quasi-experimental research in which posttest-only control group design was used. A researcher-made essay-type test was used to measure the academic achievement of the students in "Social Studies" book. The written homework designed for this book was introduced and performed for 4.5 months and 16 sessions for the experimental class. The control group, however, received nothing extra except their routine program. Independent t Test was applied to statistically analyze the data. The findings indicated that there was a significant difference between mean score of the studentsʹ academic achievement in experimental and control groups in lower than 0.01 probability. This difference was also significant in all cognitive levels of knowledge, comprehension, practice in the probability level lower than 0.01. This could be concluded that using written homework based on the principles of constructivism enhanced the academic achievement of the students especially in more complex levels of learning.