مقایسه اثربخشی کلاس درس معکوس و کلاس درس مبتنی بر شبکه های اجتماعی، بر خلاقیت و عملکرد تحصیلی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی،گروه روانشناسی ، واحد اهواز ، دانشگاه آزاد اسلامی ، اهواز ، ایران

2 استادیار،گروه روانشناسی ، واحد اهواز ، دانشگاه آزاد اسلامی ، اهواز ، ایران

3 استادیار ،گروه روانشناسی تربیتی،واحد اهواز، دانشگاه آزاد اسلامی ، اهواز ، ایران

4 استادیار ،گروه روانشناسی ، واحد اهواز، دانشگاه آزاد اسلامی ،اهواز ، ایران

چکیده

این پژوهش با هدف مقایسه اثربخشی کلاس درس معکوس و کلاس درس مبتنی بر شبکه های اجتماعی بر خلاقیت و عملکرد تحصیلی دانش آموزان صورت گرفت. روش پژوهش حاضر، نیمه آزمایشی از نوع پیش آزمون– پس آزمون با گروه کنترل بود. جامعه پژوهش کلیه دانش آموزان متوسطه دوم شهرستان آبدانان بودند. دراین طرح 60 دانش آموز به روش نمونه گیری هدفمند انتخاب و به طور تصادفی در 3 گروه: کلاس درس معکوس ، کلاس درس مبتنی بر شبکه های اجتماعی و کلاس درس سنتی (گروه کنترل) قرار گرفتند، پرسشنامه های خلاقیت تورنس و عملکرد تحصیلی فام و تیلور به صورت پیش آزمون و پس آزمون برای گروه ها اجرا شد. نتایج تحلیل کواریانس چند متغیره بیانگر تاثیر معنی دار و مثبت آموزش به روش کلاس درس معکوس وکلاس درس مبتنی برشبکه های اجتماعی روی متغیرهای خلاقیت و عملکرد تحصیلی می باشد. همچنین نتایج نشان داد که کلاس درس معکوس در مقایسه با کلاس درس مبتنی بر شبکه های اجتماعی، موجب اثرگذاری مثبت بیشتری بر خلاقیت و عملکرد تحصیلی شده است.

کلیدواژه‌ها

عنوان مقاله [English]

The Comparison of the effectiveness of reverse classroom and social network based classrooms on Creativity and Academic Performance of students

نویسندگان [English]

  • Houshang Khoshnood 1
  • Saeed Bakhtiyarpour 2
  • Reza Pasha 3
  • Sasan Bavi 4
1 Ph.D student in Educational Psychology, Department of Psychology, Ahvaz branch, Islamic Azad University, Ahvaz , Iran
2 Assistant Professor, Department of Psychology, Ahvaz branch , Islamic Azad University, Ahvaz, Iran,
3 Assistant Professor, Department of Psychology Ahvaz branch, Islamic Azad University, Ahvaz , Iran
4 Assistant Professor, Department of Psychology, Ahvaz branch, Islamic Azad University, Ahvaz , Iran
چکیده [English]

The aim of this study was to compare the effectiveness of a reverse classroom and a classroom based on social networks on students' creativity and academic performance. The method of the present study is a quasi-experimental pretest-posttest with a control group. The study population was all high school students in Abdanan city. In this project, 60 students were selected by purposive sampling method and randomly divided into 3 groups: reverse classroom, classroom based on social networks and traditional classroom (control group). Torrance Creativity Questionnaire and Pham and Taylor Academic Performance Questionnaires were administered as pre-test and post-test for the groups. The results of multivariate analysis of covariance indicate a significant and positive effect of reverse classroom and classroom based on social networks, classroom education on creativity and academic performance variables. The results also showed that the reverse classroom compared to the classroom based on social networks, has a more positive effect on creativity and academic performance.

کلیدواژه‌ها [English]

  • Reverse Classroom
  • classroom based on social networks
  • academic Performance and Creativity

مراجع

امانی ساری‌بگلو، جواد.، واحدی‌، شهرام.، فتحی‌آذر، اسکندر و عبیدی، لیلا (1398). تأثیر کلاس جورچین معکوس بر عملکرد تحصیلی و اضطراب آمار دانشجویان،  فصلنامه روانشناسی تربیتی، 15(52): 133-153 .
چراغ ملایی، لیلا.، کدیور، پروین.، صرامی، غلامرضا و انصاری، علیرضا (1395). تحلیل محتوای آموزشی شبکه اجتماعی مورد استفاده در کلاس درس با هدف بررسی تولید دانش یادگیرندگان، اندیشه‌‌های نوین تربیتی، 12(2): 190-208.
حسینی، محمد مصطفی (1389). مدیریت در شبکه‌‌‌های اجتماعی‌. ره آورد نور‌، 40-49.
خیرآبادی، رضا‌ (1396). تأثیر راهبرد کلاس معکوس بر یادگیری بخش گرامر درس زبان انگلیسی پایة دهم تحصیلی، فصلنامه نوآوری‌‌های آموزشی، سال دوم، 141-162 .
دائمی، حمیدرضا و مقیمی بارفروش سیده فاطمه (1383). هنجاریابی آزمون خلّاقیّت ، نشریه تازه‌های علوم شناختی،6 (4): 1-8 .
درتاج، فریبرز‌(1389). رابطه ادارک از محیط کلاس و جهت‌گیری هدف با پیشرفت تحصیلی ریاضی در دانش‌آموزان دختر پایۀ سوم متوسطه، فصلنامۀ روان‌شناسی تربیتی 6 (19)‌: 115-137.
رضوانی، ابوالقاسم و عجم، علی اکبر (1395). رابطۀ میزان استفاده از شبکه‌‌های اجتماعی مجازی با پیشرفت تحصیلی و اعتماد در روابط بین فردی دانشجویان‌، مجلۀ توسعۀ آموزش در علوم پزشکی، 9(24):33-43.
صابری دهکردی، افسانه.، اسمعیلی کرانه، ریحانه و جزایری فارسانی، سمیه (1398). تأثیر روش معکوس بر خلّاقیّت و انگیزش دانش‌آموزان پایۀ هشتم در درس کار و فناوری، مجله پژوهش و مطالعات علوم اسلامی‌، 5(1): 14-28 .
عابدی، جمال (1372). خلّاقیّت و شیوه‌ای نو در اندازه‌گیری آن، پژوهش‌‌های روان‌شناختی، شماره 1و 2‌.
عطاران، محمد(1393). بچه‌ها از درس عقبند. رشد مدرسه فرد، پیاپی 83.
کاویانی، حسن.، لیاقت، محمدجواد.، زمانی، بی‌بی عشرت و عابدینی، یاسمن(1397). الگوی برنامه‌ریزی درسی کلاس معکوس: سنتز پژوهی روش‌ها، دوفصلنامه نظریه و عمل در برنامه ریزی،6(11): 203-271 .
کفایت، محمد(1373). بررسی ارتباط شیوه‌ها و نگرش‌‌های فرزندپروری با خلّاقیّت و رابطه متغیر اخیر باهوش و پیشرفت تحصیلی دانش‌آموزان سال اول دبیرستان‌‌های پسرانه اهواز. پایان نامه کارشناسی ارشد، دانشگاه شهید چمران اهواز.
گنجی، حسن.، شریفی، حسین و میرهاشمی، مهدی(1390). اثر روش بارش مغزی در افزایش خلّاقیّت دانش‌آموزان، فصلنامه تعلیم و تربیت، 21(90):120-142.
Abeysekera, L. and Dawson, P.(2015). Motivation and cognitive load in the flipped alassroom : Definition, rational and a call for research. Higher Education Research & Development.
Abedi, J. (1993). Creativity and a new way of measuring it, Psychological Research, No. 1 and 2 (Text in Persian).
Amani Sari B, J., Vahedi, Sh., Fathi Azar, E. and Obaidi, L.(2019). The effect of reverse jigsaw class on academic performance and student statistics anxiety, Quarterly Journal of Educational Psychology. 15 (52):133- 153 (Text in Persian).
Attaran, M. (2014). Children lag behind in school. School growth tomorrow.(text in persian).
bachtold, M.(2013). What do student “constract” according to constructivism in science education?reserch in science education ,43: 2477-2496 .
Baran, B.(2010). Fecebook as a formal instraction environment . British Journal of Education, 146-149.
Bosch,T. and preez, A.(2009). Using online social networking for teaching and learning : Fecebook use at the university of cape. South African journal for communication Theory and research, 200-285.
Boyd, danad. and Ellison, Nicole. B. (2008). Social network sites: Definition, history, and scholarship. Journal of Computer-MediatedCommunication, 13(1), 210-230. Retrieved from  http:/ /jcmc.indiana.edu/vol13/issue1/boyd.ellison.html.
Brewer, R. and Movahedazarhouligh, S.(2018). Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education. Journal of Comuter Assisted learning.
Chen, F., Lui, A.M. and Martinelli, S.M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 51(6):585–597.doi:10. 1111/medu.13272.
Cheragh Mollai, L., Kadivar, P., Sarami, G. and Ansari, A. (2016). "Analysis of educational content of social network used in the classroom with the aim of examining the production of learners' knowledge", New Educational Thoughts, Faculty of Educational Sciences and Psychology of Al-Zahra University, 12 (2): 190-208(Text in Persian).
Chuang, H. H., Weng, C. Y. and Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning?. B r iti s h J ou r n a l o f E ducation a l T ec hno l ogy, 49(1): 56-68.
Clarak, K. R. (2015). The effects of the flipped model of instruction on student engagement in the secondary mathematics classroom. Journal of Educators online, 12(1):91-115.
Cooper, A.Z., Hsieh, G., Kiss, J.E., et al.(2017). Flipping out: does the flipped classroom learning model work for GME? J Grad Med Educ. 9(3):392–393. doi:10.4300/ JGME-D-16-00827.1.
Daemi, H. and Moghimi B, S, F. (2004). Creativity Test Standardization, New Journal of Cognitive Sciences, 6 (4): 1-8 (text in Persian).
Davies,R. S. Dean,D. L. and Ball, N. (2013).Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course.educational technology Research and Development,61(4):563-580.
Dortag, F. (2010). Relationship between perception of classroom environment and goal orientation with mathematical academic achievement in third grade female high school students, Quarterly Journal of Educational Psychology. 6 (19):115-137 (text in persian).
Galway, L.P., Corbett, K.K, Takaro T.K, Tairyan, K. and Frank E.(2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education. 14(1):181.
Ganji, H., Sharifi, H. and Mirhashemi, M. (2011). The effect of brainstorming method on increasing students' creativity, Quarterly Journal of Education,  21 (90): 120-142(text in persian).
Gaughan, J. E. (2013). The Flipped Classroom in World History. Colorado State UniversityPueblo.
Gaughan, J. E. (2014). The flipped classroom in world history. History Teacher, 2(74): 221-.442.
Gilboy, MB, Heinerichs S, Pazzaglia G. Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior 2015;47(1):109-14.
Grosseck. G., Bran. R. and Tiru. L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook; Procedia Social and Behavioral Sciences. 15: 1425– 1430.
Hill, P. (2014). Online educational delivery models: A descriptive viwe.
Hurwang, D., Ratelle, J.T., Halvorsen, A.J., Carter, K.J., Hafdahl, L.T., Wang, A.T. and et al.(2018). Flipping the quality improvement classroom in residency education. Acad Med. 92(1):101–107. doi:10.1097/ACM.
Hosseini, M. (2010). Management in social networks. Rahavar Noor, 40-49.(Text in persian).
Jarvis, W., Halvorson, W., Sadeque, S. and Johnston, S. (2014). A large class engagement (LCE) Model based on service- dominant logic (SDL) and flipped classrooms. Education Reserch and perspectives , 41(1),1-24.
Johnson, G. (2012). Students, please turn to youtube for your assignment. Education canada, 52(5): 16-18.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm?. Educational technology research and development, 39 (3):5-14.
Kaviani, E., Mostafaee, S. M. and KHakrah, F. (2015). Investigating the Impact of Flipped Classroom on Academic Achievement, Academic Self-Regulatory, Group Interaction and Students' Educational Incentives, Research in education. (5)5: 5-6(Text in Persian).
Kavian, H., Liaghatdar, M.G., Zamani, B.E. and Abedini Y.(2018). Flipped Classroom Theoretical Framework: Draw out hints for inclusive learning, Research Papers on the Basics of Education, 7(2): 78-59(text in Persian) .
Kefayat, M. (1994). The study of the relationship between parenting styles and attitudes with creativity and the relationship between the recent intelligent variable and academic achievement of first year high school students in Ahvaz. Master Thesis, Shahid Chamran University of Ahvaz.(Text in persian).
King, A., Boysen-Osborn, M., Cooney, R., Mitzman, J., Misra, A. and Williams J.(2017). Curated collection for educators: five key papers about the flipped classroom methodology. Cureus. 9(10):e1801. doi:10.7759/ cureus.1801.
Kheirabadi, R. (2017). Influence of flip Classroom Strategy on Learning the Grammar Section of the English Language Course of the 10th Degree, Quarterly Education al Innovations , 141-162(Text in persian).
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E. and Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?. Educational Research Review, 10, 133-149.
Kitchenham, A.(2011). models for interdisciplinary mobile learning.unated state of America :onformation science reference.
Kirschner, P. A. and A.C. Karpinski (2010). “Facebook and Academic Performance”. Computers in Human Behaviour, 26: 1237-1245.
Lemmer, C. (2013). A viwe from the flip side: using the “ inverted classroom” to enhance the legal information literacy of the international LL.m. student Law Library Journal,105(4):461-491.
Limniou, M., Schermbrucker, I. and Lyons, M. (2018). Traditional and flipped classroom approaches delivered by two different teachers: the student perspective. Education and Information Technologies, 23(2): 797-817.
Little, C. (2015). The fli pped classroom in further education: literature review and case study. Research in Post-Compulsory Education, 20(3): 265-279.
Lux, L.R., Russel, M.L., Nelles, L.J. and Smith, C.M. (2010). Scaffolding Knowledge Building in a web based communication and cultural competence program for international Medical graduates. Academic Medicine. 84(10):55-58.
Murphree, D. S. (2014). Writing Wasn’treally stressed ,accurate historical analysis was stressed: student perceptions of in class writing in the inverted, General Education,University History Survey Course. History Teacher, 47(2):209-219.
Mouri, T. (2018). The Flipped Classroom: An Instructional Framework for Promotion of Active Learning. In Deep Active Learning, 95-109.
Monroe, K. S. (2016). The relationship between assessment methods and self-directed learning readiness in medical education. Int J Med Educ, 7: 75-80.
Ojalvo, H.E. and Doyne, S. (2011). Five ways to flip your classrooms with the New York Times . Retrieved from http://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-wit-the-new-york-times/?_typed=blogs&_r=1.
Prez,T. and Araiza, M.(2013). Using facebook for learning: a case study on the perception of student in higher education. Social and Behavioral Sciences.3259-3267.
Prince, M. (2004). Does active learning work? A reviewnof the reserch. Journal of engineering education , 93(3):223-231.
Pickering, J. D. and Roberts, D. J. (2018). Flipped classroom or an active lecture?. Clinical Anatomy, 31(1): 118-121.
Rezvani, A. and Ajam, A. A. (2016), The relationship between the use of virtual social networks with academic achievement and trust in students' interpersonal relationships, Journal of Development of Education in Medical Sciences, 9 (24):33- 43(Test in persian).
Rowe,M., frantz, J. and Bozalek,V.(2013).beyond knowledge and skills: the use of a Delphi study to develop a technology – mediated teaching strategy. BMC Medical Education,13(1):51.
Roblyer, M., McDaniel, M., Webb, Hhermen, J. and Witty, J. (2010). Findings on Feacebook in higher education: A comparison of college faculty and student uses percepations of social networking site. The internt and Higher education.134-140.
Saberi D, A., Ismaili K, R. and Jazayeri F, S. (2019). The effect of inverse method on creativity and motivation of eighth grade students in work and technology, Journal of Research and Studies of Islamic Sciences, 1(5): 14-28(text in persian).
Selwyn, N. (2009). Faceworking: exploring students education related use of Facebook . Learning, Media and Technology, 157-174.
Sergis, S., Sampson, D. G. and Pelliccione, L.(2018). investigting the impact of Flipped Classroom on students Learning experiences: A self-Determination Theory approach . Computers in Human Behavior,78: 368-378.
Sjoberg, S. (2010). Constructivism and learning . In P.Peterson, E. Baker & McGaw. (Edsi), International Encyc lopedia of Education (Vol.5, pp. 485-490).Oxford UK:Elsevier , doi:10.1016/B978-0-08-044894-7.00467-x.
Son, S. kang, A.R. Kim H-c., Kwon, T., Park, J., Kim, H.K.(2012). Analysis of context Dependence in Social interaction Networks of a Massively Multiplayer Online role –playing Game. Plos One. 7(4):e33918.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation ,innovation and task orientation . Learning environments research, 15(2):171.
Troy, E. Smith, Paul, S. Rama, Joel, R. Helms. (2018).Teaching Critical Thinking in a GE Class: A Flipped Model. Thinking Skills and Creativity. No.28: 73-83.
Tune, J. D. Sturek, M. and Basile, D. P.(2013). Flipped classroom modle improves graduate student performance in cardiovascular, respiratory, and renal physiology . Advan in physiol Edu.37 (4): 316-320.
Tuncay, N., Keser, H. and Uzunboylu, H. (2010). If knowledge is power why keep it secret. Social and Behavioral Sciences, 5650-5658.
Tucker, C. R. (2012). Leveraging the power of technology to create student-centered classrooms. Corwin Press. Blended learning in grades, 4-12.
Wang, Q. and Woo. H. (2008). New Educational Technology. New york: Nova Science publishers,183-199.
young, K. (2011). ties,social networks and the facebook experience.internation journal of Emerging technologies and society,20-34.
Yuksel, I. (2014). Impact of activity-based mathematics instruction on students with different prior knowledge and reading abilities. International Journal of Science and Mathematics Education, 12(6): 1445-1468.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار