تاثیرآموزش روشهای مطالعه با تاکید بر راهبردهای شناختی و فراشناختی برمیزان پیشرفت تحصیلی وانگیزش پیشرفت دانش آموزان

نویسندگان
1 دانشگاه خوارزمی
2 آموزش و پرورش
چکیده
هدف از پژوهش حاضربررسی تاثیرآموزش روشهای مطالعه ی خواندن ودرک مطلب، یادداشت برداری ونوشتن و روش امتحان دادن ومقابله بااسترس با تاکید بر راهبردهای شناختی و فراشناختی برمیزان پیشرفت تحصیلی و انگیزش پیشرفت دانش آموزان بود. بدین منظور با به کارگیری روش تجربی وطرح پیش آزمون- پس آزمون چندگروهی، تعداد 80 دانش آموز در 4 گروه (3 گروه آزمایش و یک گروه کنترل) قرار داده شدند. دانش آموزان هر 4 گروه به پرسشنامه انگیزش پیشرفت هرمنس پاسخ داده و معدل ترم گذشته ی آنها نیز ثبت شد و افراد گروه های آزمایش طی 10 هفته (10 جلسه) آموزش دیدند. پس از مداخله، مجددا دانش آموزان پرسشنامه انگیزش پیشرفت را تکمیل نمودند و معدل جدید آنها نیز ثبت شد.در نهایت داده­های پژوهش با استفاده ازآزمون تحلیل کوواریانس چندمتغیره تجزیه وتحلیل شدند. نتایج تحلیل های آماری دراین زمینه نشان داد،آموزش روشهای مطالعه ی خواندن ودرک مطلب، یادداشت برداری ونوشتن و روش امتحان دادن ومقابله بااسترس، برمیزان پیشرفت تحصیلی وانگیزش پیشرفت آنها تاثیرگذار می باشد.

کلیدواژه‌ها

عنوان مقاله English

The effect of teaching studying methods with emphasis on cognitive and meta-cognitive strategies on academic achievement and motivation achievement

نویسندگان English

hadi KERAMATI 1
JAVAD VEFORI 2
1 kharazmi
2 EDUCATION
چکیده English

The present research aims to examine the effect of teaching studying methods of reading and comprehension, note-taking and writing, and exam techniques and stress management with emphasis on cognitive and meta-cognitive strategies on academic achievement and motivation achievement among Iranian students with residency in Tajikistan. For this purpose, using empirical method and multi-group pre-test and post-test design, 80 students were considered in four groups(3 experimental groups and 1 control group). Response was given to Hermans achievement motivation questionnaire by the students at four groups and their Grade Point Average for previous year was registered, and the individuals in the experimental groups were trained during 10 sessions. After intervention, Hermans achievement motivation questionnaire was refilled by the students and their new Grade Point Average was registered. Ultimately, the research data were analyzed via Multivariate analysis of covariance (MANCOVA). Results of statistical analyses indicated that training studying techniques of reading and comprehension, note-taking and writing, and exam techniques and stress management affect achievement motivation and academic achievement.

کلیدواژه‌ها English

studying methods
reading and comprehension
Note-Taking
writing and exam techniques
Stress Management
cognitive and meta-cognitive strategies
Academic achievement
Achievement motivation
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