اثربخشی کاربست تدریس معکوس بر اهمال‌کاری و یادگیری خودراهبر دانشجومعلمان

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه آموزش علوم تربیتی، دانشکده علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

10.22034/lbcij.2026.71568.1358

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی کاربست روش تدریس معکوس در درس اصول و مبانی آموزش و پرورش بر اهمال‌کاری و یادگیری خودراهبر دانشجومعلمان دانشگاه فرهنگیان انجام شد.
روش پژوهش: پژوهش از لحاظ هدف کاربردی و از لحاظ شیوه اجرا، شبه‌آزمایشی با طرح پیش‍آزمون-پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانشجومعلمان ورودی مهر 1403 رشته آموزش و پرورش ابتدایی دانشگاه فرهنگیان شهید بهشتی اقلید بود. از میان سه کلاس ورودی مهر ۱۴۰۳، دو گروه آزمایش (کلاس معکوس) و کنترل (روش معمول) انتخاب شدند. در ابتدا پرسشنامه اهمال‌کاری سلومون و روث بلوم (1984) و یادگیری خودراهبر فیشر، کینگ و تاگو (2001)، به‌عنوان پیش‌آزمون توزیع شد. سپس محتوای آموزشی گروه آزمایش در قالب ویدئو، صوت و اسلاید ارائه گردید و در پایان، پس‌آزمون برای هر دو گروه اجرا شد. تحلیل داده‌ها نیز با استفاده از آمار توصیفی و تحلیل کوواریانس انجام گرفت.
یافته‌ها: یافته‌های پژوهش نشان داد که تدریس معکوس تأثیر مثبت و معناداری بر بهبود یادگیری خودراهبر و کاهش اهمال‌کاری دانشجومعلمان داشته است. تحلیل کوواریانس تفاوت معناداری را میان گروه‌های آزمایش و کنترل در مرحله پس‌آزمون تایید کرد و میزان اثر این روش بر یادگیری خودراهبر ۱۱ درصد و بر کاهش اهمال‌کاری ۴۰ درصد برآورد شد.
نتیجه‌گیری: نتایج نشان داد که پس از گذراندن دوره آموزشی، میانگین اهمال‌کاری در گروه آزمایش به طور معناداری کمتر از گروه کنترل بود، که نشان‌دهنده کارآمدی این روش در مقابله با تعویق کارها است. در مقابل، میانگین یادگیری خودراهبر در گروه آزمایش افزایش معناداری را تجربه کرد. این امر مؤید آن است که ساختار تدریس معکوس، با ایجاد فرصت‌های بیشتر برای مطالعه شخصی و مدیریت زمان، دانشجومعلمان را به سمت خودراهبرتر شدن سوق داده است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Flipped Classroom Instruction on the Procrastination and Self-Directed Learning of Student-Teachers

نویسنده [English]

  • Hojjat Eftakhari
Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

Objective: The present study was conducted to investigate the effectiveness of applying the flipped classroom method in the "Principles and Foundations of Education" course on the procrastination and self-regulated learning of student-teachers at Farhangian University.
Method: In terms of objective, this research was applied and employed a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of all student-teachers admitted in September 2024 (Mehr 1403) to the Primary Education program at Shahid Beheshti Farhangian University, Eghlid. From three classes, two groups—experimental (flipped classroom) and control (conventional method)—were selected. Initially, the Solomon and Rothblum (1984) Procrastination Questionnaire and the Fisher, King, and Taggo (2001) Self-Directed Learning scale were administered as pretests. Subsequently, the educational content for the experimental group was provided via videos, audio files, and slides. Finally, a posttest was conducted for both groups. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA).
Results: The findings of the research indicated that the flipped classroom approach had a significant positive effect on improving the self-directed learning and reducing the procrastination of student-teachers. Analysis of covariance (ANCOVA) confirmed a significant difference between the experimental and control groups in the post-test, with the effect size of this method estimated at 11% for self-directed learning and 40% for the reduction of procrastination.
Conclusions: The results indicated that after the educational intervention, the mean procrastination score in the experimental group was significantly lower than that of the control group, demonstrating the efficiency of this method in coping with task avoidance. Conversely, the experimental group experienced a significant increase in self-directed learning. This confirms that the structure of the flipped classroom, by providing more opportunities for personal study and time management, guides student-teachers towards becoming more self-directed learners.

کلیدواژه‌ها [English]

  • flipped classroom
  • procrastination
  • self-directed learning
  • student-teachers
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