اثر بخشي برنامه آموزشي بار شناختي بر كارايي يادگيري مفاهيم جبر در دانش‌آموزان دختر پايه هفتم شهر تهران

Effectiveness of Educational Program Based Cognitive Load in Learning Efficiency of Algebra Concepts Among 7th Grade Girl Students in Tehran

زمينه و اهداف: كارايي يادگيري مبتني بر تلاش ذهني و عملكرد تحصيلي دانش‌آموزان است و در سيستم تحصيلي سنتي برنامه‌هاي درسي بدون توجه به اثرات بار شناختي طرح‌ريزي مي‌شوند، لذا پژوهش حاضر با هدف بررسي اثربخشي برنامه آموزشي بار شناختي بركارايي يادگيري مفاهيم جبر در دانش‌آموزان دختر پايه هفتم شهر تهران در سال تحصيلي 1395-1394 انجام گرفت. روش بررسي: پژوهش حاضر از نوع شبه آزمايشي است. جامعه آماري اين پژوهش را كليه دانش‌آموزان دختر مدارس دولتي پايه هفتم منطقه 6 شهر تهران در سال تحصيلي 1395-1394 تشكيل دادند 56 نفر با روش نمونه‌گيري تصادفي خوشه‌اي از دو مدرسه انتخاب شدند. برنامه آموزشي مبتني براثرات بار شناختي به مدت 4 هفته و درمجموع 8 جلسه اجرا شد. ميزان اثربخشي برنامه آموزشي با آزمون مفاهيم جبر، مقياس درجه‌بندي ذهني بار شناختي و اندازه‌هاي كارايي پاس و مرينبوئر ارزيابي شد. داده‌هاي پژوهش با مدل تحليل كوواريانس، تحليل واريانس و آزمون t مستقل با استفاده از نرم‌افزار Spss-20 تحليل شد. يافته‌ها: يافته‌ها نشان داد كه گروه آزمايشي، پيشرفت تحصيلي بالاتر (0/001>P و 18/71=F) و بار شناختي پايين‌تر (0/001>P و 15/70=F) از دانش‌آموزان گروه كنترل داشتند. همچنين يافته‌ها نشان داد كارايي يادگيري گروهازمايشي بالاتر از گروه كنترل مي‌باشد (0/07

Background and Aims:Learning efficiency is based on mental effort and students’ academic performance and academic curriculums were planned without any attention to the cognitive effects in the traditional education System, thus the present study aimed to investigate the effectiveness of educational program based on cognitive load in learning efficiency of algebra concepts that conducted among 7th grade girl students in Tehran during the academic year 2015-2016. Methods:Thiswas a quasi-experimental study. The statistical population included all girl students of public schools in the 7th grade of 6th district of Tehran in the academic year 2015-2016. a sample of 56 students was selected through cluster random sampling method from two schools. The educational program based on the cognitive effects was run for 4 weeks and total of 8 sessions. The effectiveness of educational program was evaluated by a test of algebra concepts, educational program, efficiency measures of Pass and Merriënboer. The data were analyzed with multivariate covariance, Univariate analysis of variance and t- test by using Spss version 20 software. Results: Results showed that experimental group had high academic achievement (F =18.71, p <.0001) and perceived low cognitive load (F =15.70, p <.0001) compared to students in the control group. Also results showed learning efficiency of the experimental group was higher than the control group (t=4.031, p <.01). Conclusions: Since combination of cognitive load and academic achievement determine the level of learning efficiency, so the design of educational program based on the cognitive effects can increase students' learning outcomes and minimize perceptual cognition