بررسي تأثير آموزش تركيبي بر بازده هاي يادگيري در درس فعاليت هاي قرآني

The Effect of Blended Instruction on the Learning Output in the Quranic Activities

پژوهش حاضر باهدف تعيين اثربخشي روش آموزش تركيبي بر بازده هاي يادگيري دانش آموزان پسر در درس فعاليت هاي قرآن (درس پرورشي) انجام شد. اين پژوهش از نوع شبه آزمايشي با طرح پيش آزمون - پس آزمون با گروه كنترل بود. جامعه آماري پژوهش، كليه دانش آموزان پايه اول دبيرستان هاي پسرانه منطقه 2 آموزش وپرورش شهر تهران در سال تحصيلي 94-93 بودند. دانش آموزان در گروه آزمايش و گواه قرا گرفتند. براي اندازه گيري متغيرها از مقياس هوش ريون (1937) و پرسشنامه هاي معلم ساخته عملكرد تحصيلي فعاليت هاي قرآني و نگرش به قرآن استفاده شد. تدريس مباحثي از درس قرآني در گروه كنترل به روش سنتي و در گروه آزمايش به شيوه آموزش تركيبي در 13 جلسه انجام گرفت. بعد از اتمام جلسات آموزشي مجدداً دو ابزار اندازه گيري بر روي افراد نمونه اجرا گرديد. جهت تحليل داده ها از روش آماري تحليل كوواريانس چند متغيره استفاده گرديد. يافته ها نشان داد كه آموزش تركيبي مؤثرتر از روش هاي ديگر بود.

The purpose of this study was to determine the effect of blended instruction on learning output (knowledge, skill & attitude) in the Quranic activities in Education office of district 2 of Tehran. Participants included 1200 male junior high school in the academic year of 2014-2015 in Tehran. Experimental and control groups were given the pretest and then, during 13 sessions experimental group trained blended instruction method ,next the post test was given to both groups. Both groups were organized by their school counselor were homogenized in accordance with their junior high school results. Three instruments were applied in this study: Raven Test for Intelligence variable control, Academic Achievement Questionnaire in Quranic activities made by the teacher, and Attitude Assessment towards Quran made by the researcher. To analyze the data and responding to the research hypotheses (research questions) descriptive and inferential statistics (mean and SD), multi covariance analysis of (MANCOVA) was utilized. The findings showed that there was a meaningful difference between the medium of the posttest of the learning output after the elimination of pretest effect. It means that the blended instruction improved the students learning output in the experimental group. Therefore, we can conclude that the blended instruction in learning output was of great help to the improvement of the learning of students in their Quranic activities