مقایسه تأثیر دو روش حل مسأله فردی و همیارانه بر انگیزه‌ی پیشرفت و مهارت‌های اجتماعی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد آموزش و پرورش ابتدایی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران

2 استادیار، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

3 استاد، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

چکیده

هدف این پژوهش، مقایسة تأثیر دو روش آموزش مهارت حل مسئله  به شیوة فردی و همیارانه بر انگیزه‌ پیشرفت و مهارت‌های اجتماعی دانش‌آموزان پایه­ پنجم ابتدایی در درس علوم تجربی بود. روش پژوهش با رویکرد کمّی از نوع شبه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون با گروه کنترل بود. از میان جامعه آماری پژوهش، با استفاده از روش نمونه‌گیری در دسترس، سه کلاس (هر کدام شامل 25 نفر) انتخاب شدند و به‌صورت تصادفی به دو گروه آزمایش و یک گروه کنترل گمارده شدند. گروه‌های آزمایش تحت آموزش‌ با روش حل مسئله  همیارانه و فردی قرار گرفتند، درحالی‌که گروه کنترل هیچ مداخله‌ای دریافت نکرد. برای جمع‌آوری داده‌های پژوهش از پرسش‌نامه‌های انگیزش پیشرفت و مهارت‌های اجتماعی استفاده شد. آموزش علوم تجربی با روش حل مسئله فردی و همیارانه در 9 جلسه 50 دقیقه‌ای برای دو گروه آزمایش ارائه شد. نتایج تحلیل داده‌ها با استفاده از آزمون تحلیل کواریانس نشان داد که هر دو روش آموزش حل مسئله (فردی و همیارانه) در مقایسه با گروه کنترل، تأثیر معنی‌داری بر افزایش انگیزه پیشرفت و مهارت‌های اجتماعی داشتند. همچنین، نتایج پژوهش بیانگر این بود که روش حل مسئله همیارانه، شیوة مؤثرتر و بهتری نسبت به روش حل مسئله فردی است. با توجه به نتایج به‌دست‌آمده به معلمان پیشنهاد می‌شود که در تدریس علوم تجربی برای تقویت مهارت‌های اجتماعی و انگیزه‌ پیشرفت در دانش‌آموزان از روش حل مسئله  همیارانه استفاده کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of the Effect of Individual and Collaborative Problem-Solving Methods on Students' Achievement Motivation and Social Skills

نویسندگان [English]

  • Fateme Ghavipanjeh 1
  • Ghodratollah Khalife 2
  • Mahboobeh Alborzi 3
1
2
3
چکیده [English]

The aim of this study was to compare the effects of two problem-solving instructional methods—individual and cooperative—on the achievement motivation and social skills of the fifth-grade elementary students in Experimental Science education. This research employed a quantitative, quasi-experimental design with a pre-test–post-test control group format. Using a convenience sampling method, three classes (each consisting of 25 students) were selected from the study population and randomly assigned to two experimental groups and one control group. The experimental groups received instruction through individual and cooperative problem-solving methods, while the control group received no intervention. Data were collected using standardized questionnaires measuring achievement motivation and social skills. The instructional intervention consisted of nine 50-minute sessions of Experimental Science education using the respective problem-solving approaches. Data analysis using ANCOVA revealed that both instructional methods (individual and cooperative) significantly improved students’ achievement motivation and social skills compared to the control group. Furthermore, cooperative problem-solving proved to be more effective than the individual approach. Based on these findings, it is recommended that Experimental Science teachers adopt cooperative problem-solving methods to enhance students’ social skills and motivation for achievement.

کلیدواژه‌ها [English]

  • Individual problem-solving
  • collaborative problem-solving
  • achievement motivation
  • social skills
  • elementary school students
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دوره 17، شماره 1
فروردین 1404
صفحه 79-100
  • تاریخ دریافت: 30 آبان 1403
  • تاریخ بازنگری: 24 اردیبهشت 1404
  • تاریخ پذیرش: 11 خرداد 1404
  • تاریخ اولین انتشار: 11 خرداد 1404
  • تاریخ انتشار: 01 فروردین 1404