تاثير آموزش به كمك رايانه بر خلاقيت و عملكرد تحصيلي دانشجويان )رشته ي روانشناسي(

The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance

تحقيق حاضر با هدف بررسي تاثير شيوه ي آموزش به كمك رايانه بر خلاقيت و عملكرد تحصيلي دانشجويان رشته ي روانشناسي دانشگاه آزاد واحد زرند در نيمسال دوم 1391 انجام شد. به اين منظور از تعداد1500 نفر دانشجويان روانشناسي دانشگاه آزاد، يك ورودي، به روش تصادفي انتخاب گرديده و بر اساس شماره هاي دانشجويي زوج و فرد به دو گروه تقسيم شدند. 15 نفر از دانشجويان در گروه آموزش سنتي و 16 نفر ديگر در گروه آموزش به كمك رايانه قرار گرفتند. ابتدا پيش آزمون با استفاده از پرسشنامه ي خلاقيت تورنس (1986) از دو گروه گرفته شد و پس از 16 جلسه معادل يك ترم آموزش سنتي و آموزش به كمك رايانه پس آزمون به عمل آمد، نمرات آزمون مربوط به درس انگيزش و هيجان به عنوان آزمون عملكرد تحصيلي در نظر گرفته شد. داده‌ها با استفاده از SPSS ويرايش 19 تجزيه و تحليل گرديد. يافته‌هاي پژوهشي به دست آمده با استفاده از روشt مستقل براي سنجش عملكرد تحصيلي بين دو گروه و روش تحليل كوواريانس براي موثر بودن مولفه ي خلاقيت نشان داد كه آموزش به كمك رايانه در خلاقيت دانشجويان تاثير به-سزايي دارد، ولي در عملكرد تحصيلي تفاوت معناداري ديده نشد.

The present study was aimed to investigate the effect of computer assisted instruction (CAI) on creativity, metacognition and academic performance on psychology students of Zarand Azad University in second term of 1391. For this reason of 1500 students, 32 psychology students were randomly selected and divided into two groups upon even and odd of studentsʹ numbers. 15 members were placed in traditional education group and the others students were set in Computer-Assisted Instruction (CAI) group. At first, two groups were asked to take a pretest by using the Torrance creativity questionnaire (1986); after 16 sessions of traditional education and Computer-Assisted training, a post test was taken, too. The final scores of motivation and emotion were used for academic performance examination. The data was then analyzed by using SPSS19. Research findings collected by independent t test to measure academic performance between two groups, and covariance analysis for effectiveness of the creativity components showed that computer assisted instruction had a considerable impact on creativity; although, significant difference wasnʹt observed in the academic performance of two groups. Moreover, the results showed that both traditional instruction and computer assisted instruction were effective on studentsʹ academic performance; while in the traditional teaching method, students had less impact on creativity. Accordingly, the computer assisted instruction method probably was more practical, and student engagement with the subject and allocating sufficient time for learning computer-assisted instruction were more objective. In addition, further studies with larger sample size and examining other related variables were suggested.