پديد آورندگان :
شيربگي، ناصر نويسنده دانشيار گروه علوم تربيتي , , وكيلي، ناهيد نويسنده كارشناس ارشد برنامه‌ريزي آموزشي ,
كليدواژه :
تكليف درسي , نگرش , مشق شب , راهبردهاي مديريت تكاليف
چكيده فارسي :
هدف عمده تحقيق تعيين رابطه نگرش دانش‌آموزان به تكاليف درسي و ميزان بهره‌گيري از راهبر دهاي مديريت تكاليف بود. طرح تحقيق مورد استفاده توصيفي ـ همبستگي و جامعه آماري، شامل كليه دانش‌آموزان دوره راهنمايي شهر سنندج در سال 1390 بود. در مجموع، چهار مدرسه بر اساس جنسيت دانش‌آموزان از دو ناحيه آموزش و پرورش سنندج به صورت نمونه‌گيري تصادفي خوشه‌اي انتخاب شدند كه تعداد 510 دانش‌آموز را از هر سه پايه تحصيلي در برگرفت. جهت گردآوري داده‌ها از مقياس‌هاي نگرش به تكاليف درسي و راهبردهاي مديريت تكاليف استفاده شد. نتايج گوياي آن بود كه مقياس‌هاي مذكور از روايي و پايايي مطلوبي برخوردارند. يافته‌ها نشان داد كه بين متغير نگرش به تكاليف درسي دانش‌آموزان با مولفه‌هاي راهبردهاي مديريت تكاليف همبستگي مثبت و معناداري وجود دارد. دانش‌آموزاني كه نگرش مثبتي به انجام تكاليف داشتند از سطح بالاتري از راهبردهاي مديريت تكاليف برخوردار بودند. دانش‌آموزان دختر نگرش مثبت‌تري به تكاليف درسي داشتند و از ميانگين نمرات بالاتري نسبت به پسران در بكارگيري راهبردهاي مديريت تكاليف برخوردار بودند. يافته‌هاي ديگر بيانگر تفاوت معنادار بين ميزان استفاده دانش‌آموزان از راهبردهاي مديريت تكاليف و نگرش به تكليف با توجه به پايه تحصيلي آنان بود. دانش‌آموزان پايه‌هاي پايين‌تر به راهبردهاي مديريتي (مانند: بازخورد معلم در تكاليف و تنظيم فضاي انجام تكليف) توجه بيشتري نسبت به پايه‌هاي بالاتر داشتند.
چكيده لاتين :
Introduction
Although most of the learning takes place in schools, a significant amount of learning is also accomplished outside of formal time of schooling. As homework takes place among the pull of other multiple competing activities, it is not surprising that one critical challenge facing many students is how to manage their homework time. Indeed, it has become an important educational concern for many families, as family homework involvement has often centered on time management and as getting students to complete homework has become one of the most frequent and frustrating behavioral problems for educators. Hence, more research is needed for better understanding of the complexity of homework and agreement or disagreement of ideas among parents, teachers and students.
Research Question
This study sought to assess the attitudes of students to manage homework and determine its relationship with assignments strategies. To achieve the above objectives, the following questions are designed: 1) What is the relationship between the students ʹattitudes to homework and the use of homework management strategies? 2) Do demographic variables make any significant differences in the students’ attitude toward homework and the use of homework management strategies?
Methods
The research design was descriptive-correlative. The population of research included all the middle school students in Sanandaj, Kurdistan in Iran. On the whole four schools from two different areas were randomly selected based on gender. The sample involved 510 students (272 girls and 238 boys) from the three grades. The data were collected based on homework management strategies and the attitude toward homework scales. The questionnaire used consists of two parts: demographic characteristics and scales. The two scales used included an attitude to homework scale which was used to assess studentsʹ attitudes. This scale has 15 items and is essentially a single factor. The second scale was a homework management strategies scale which contains five elements and 37 items.
Results
The preliminary results indicated that the used scales had good validity and reliability. The results also showed that the students’ attitude toward homework and management strategies had statistically significant and positive correlations. Female students had more positive attitudes and higher means for the use of homework management strategies. The other finding is the difference between the students in homework management strategies according to their grade. There are significant differences between the mean scores of male and female students in terms of attitudes toward homework and management strategies. The mean score of female students was higher than the males’. The total score of the female and male students was above average, which was statistically significant.
Discussion
Based on these results it can be concluded that students who have a positive attitude toward homework assignments have a higher level of management strategies. This can be explained by the probability of a variation of personal capitalization on homework among students.
Teachers should help students to understand classroom activities and the related homework. Challenging students’ attitudes is a very successful way to change them. Teachers should have a discussion with students about homework, and if necessary, the assignment type should be changed. Teachers can give students some skills to better study materials. These skills should be based on research findings or inferences not based on customs.
In doing homework girls are more organized than boys. Explanation of this phenomenon may be that female students are more self-reliant, more talented and more stubborn. Most of the teachers’ interaction with boys is regarding creating discipline, while their interaction with female students is generally about work. We concluded that the skills needed for school girls from early childhood are particularly related to the ability of obtaining intellectual tasks. In addition, due to encouraging boys to physical activities, they are not excited for school work because it will be the girlsʹ activity. Hence, some students may have gender-stereotyped attitudes toward school. One of the most important tasks for teachers is addressing the students’ individual qualities and establishing a relationship with them. Teachers must respond to and acknowledge their studentsʹ individuality.
This study faced some administrative limitations. Due to cultural issues, some students did not wish to declare their attitudes and skills. Because of merely using a quantitative method, it would be informative to conduct qualitative studies to better understand the issue of managing homework in cross-cultural settings, as homework time investment and management may be influenced by cultural differences relating to the value of individual choice and academic dedication, and the value of doing homework ascribed by parents and teachers.
Keywords: homework, attitudes toward homework, homework management strategies.
