فصلنامه روندها و دستاوردها در فناوری یادگیری

فصلنامه روندها و دستاوردها در فناوری یادگیری

اثربخشی کلاس معکوس بر انگیزه یادگیری زیست‌شناسی در بین دانش‌آموزان دوره راهنمایی در عراق

نوع مقاله : پژوهشی اصیل

نویسندگان
1 دانشگاه تبریز
2 Department of Psychology, Tabriz University, Tabriz, Iran
چکیده
هدف پژوهش حاضر بررسی اثربخشی رویکرد کلاس معکوس بر انگیزه یادگیری زیست‌شناسی در میان دانش‌آموزان پایه هشتم دوره راهنمایی در استان القادسیه عراق بود. این مطالعه با استفاده از طرح شبه‌آزمایشی پیش‌آزمون ـ پس‌آزمون با گروه کنترل انجام شد. از میان دانش‌آموزان دوره راهنمایی پایه هشتم، ۴۰ نفر به روش نمونه‌گیری در دسترس انتخاب و به دو گروه آزمایش (کلاس معکوس) و کنترل بصورت تصادفی گمارده شدند. برای سنجش انگیزه یادگیری زیست‌شناسی از پرسشنامه استاندارد با روایی و پایایی تأیید‌شده استفاده شد که ابعاد انگیزه درونی، انگیزه بیرونی و بی‌انگیزگی را اندازه‌گیری می‌کرد.
نتایج تحلیل کوواریانس چندمتغیره نشان داد که به‌کارگیری کلاس معکوس تأثیر معناداری بر افزایش انگیزه یادگیری درونی، کاهش انگیزه بیرونی و بی انگیزگی دانش‌آموزان دارد. دانش‌آموزان گروه آزمایش در مقایسه با گروه کنترل سطوح بالاتری از انگیزه درونی، علاقه به درس زیست‌شناسی و مشارکت فعال نشان دادند. همچنین میزان بی‌انگیزگی آنان کاهش یافت. فراهم‌سازی محتوای آموزشی ویدئویی قبل از کلاس و فعالیت‌های مشارکتی در کلاس موجب افزایش خودتنظیمی، احساس خودکارآمدی و درگیری شناختی بیشتر دانش‌آموزان شد.
به‌طور کلی یافته‌ها بیانگر آن است که رویکرد کلاس معکوس می‌تواند به‌عنوان یک روش آموزشی مؤثر برای ارتقای انگیزه یادگیری زیست‌شناسی در دوره راهنمایی به‌کار رود. پیشنهاد می‌شود معلمان علوم، عناصر کلاس معکوس را در فرایند تدریس خود بگنجانند تا زمینه مشارکت فعال، علاقه پایدار و درک عمیق‌تر دانش‌آموزان فراهم شود. پژوهش‌های آینده می‌توانند آثار بلندمدت این رویکرد بر پیشرفت تحصیلی و راهبردهای یادگیری را بررسی کنند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Effectiveness of the Flipped Classroom on motivation for Learning Biology Among Intermediate School Students in Iraq

نویسندگان English

Freal Ali Hamza 1
Firooz Mahmoodi 2
Davoud Tahmasebzadeh 2
Rahim Badri 2
1 PhD Student in Curriculum Planning, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
2 Department of Psychology, Tabriz University, Tabriz, Iran
چکیده English

The present study aimed to examine the effectiveness of the Flipped Classroom (FC) approach on middle school students’ motivation to learn biology in Al-Qadisiyah, Iraq. The study employed a quasi-experimental design with pre-test and post-test measures and a control group. Forty eighth-grade students were selected through convenience sampling and randomly assigned to an experimental group (flipped classroom) and a control group (traditional instruction). A standardized questionnaire with confirmed validity and reliability was used to measure students’ motivation to learn biology, assessing intrinsic motivation, extrinsic motivation, and amotivation.
Multivariate analysis of covariance (MANCOVA) indicated that the Flipped Classroom significantly enhanced students’ motivation to learn. Compared to the control group, students in the experimental group demonstrated higher levels of intrinsic motivation, interest in biology, and active engagement, while their amotivation decreased. Providing pre-class video content and conducting collaborative activities during class sessions promoted self-regulation, self-efficacy, and greater cognitive engagement among students.
Overall, the findings suggest that the Flipped Classroom can serve as an effective instructional strategy for enhancing motivation to learn biology in middle school. It is recommended that science teachers integrate Flipped Classroom elements into their teaching to foster active participation, sustained interest, and deeper understanding among students. Future research could explore the long-term effects of this approach on academic achievement and learning strategies.

کلیدواژه‌ها English

Flipped Classroom
Motivation for Learning
Biology Education
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