نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

بررسی اثربخشی آموزش مبتنی بر کلاس گوگل بر مهارت‌آموزی و کیفیت یادگیری دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 سمیه قاضی، دکتری برنامه ریزی درسی، آموزش و پرورش شهرستان نوشهر، مدرس دانشگاه فرهنگیان، نوشهر،ایران،
2 معصومه عیلامی رودمعجنی، دکتری برنامه ریزی درسی، استادیار، پیام نور، تهران ، ایران
10.22034/cstp.2026.554454.1115
چکیده
هدف از پژوهش حاضر، بررسی اثربخشی آموزش مبتنی بر کلاس گوگل بر مهارت‌آموزی و کیفیت یادگیری دانش‌آموزان دختر پایه هفتم در درس کار و فناوری بود. این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان دختر پایه هفتم شهر مشهد در سال تحصیلی ۱۴۰۱-۱۴۰۲ بود که در دوران بازگشت به آموزش حضوری پس از همه‌گیری کووید-۱۹ انجام شد. از میان آنها ۶۰ نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب و به‌صورت تصادفی در دو گروه ۳۰ نفری قرار گرفتند. گروه آزمایش طی ۹ جلسه ۹۰ دقیقه‌ای با استفاده از پلتفرم Google Classroom و امکانات آن شامل ارسال تکالیف، بازخورد آنی، مواد چندرسانه‌ای و تعامل مجازی آموزش دیدند، در حالی که گروه کنترل به روش سنتی و تدریس حضوری معمول آموزش دیدند. ابزار گردآوری داده‌ها شامل آزمون‌های عملکردی محقق‌ساخته برای سنجش مهارت‌آموزی و پرسشنامه کیفیت یادگیری (رحمانی آخکند، ۱۳۸۹) با پایایی ۰/۸۴ (آلفای کرونباخ) بود که روایی آنها توسط متخصصان تأیید شد. داده‌ها با استفاده از آزمون t مستقل و تحلیل کوواریانس چندمتغیره (MANCOVA) تحلیل شدند. نتایج نشان داد که گروه آزمایش در مهارت‌آموزی (F=۷۴/۰۴۳, p=۰/۰۰۰، η²=۰/۵۶۹) و کیفیت یادگیری (F=۱۹/۶۵۴, p=۰/۰۰۰، η²=۰/۲۶۰) عملکرد به‌طور معناداری بهتری نسبت به گروه کنترل داشت. اندازه اثر محاسبه‌شده نشان‌دهنده تأثیر قوی مداخله آموزشی بود. این یافته‌ها تأیید می‌کند که استفاده از کلاس گوگل می‌تواند روشی مؤثر و کارآمد در بهبود مهارت‌آموزی و ارتقای کیفیت یادگیری دانش‌آموزان باشد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

-Examining the Effectiveness of Google Classroom-Based Education on Skill Learning and Learning Quality among Students

نویسندگان English

Somayeh Ghazi 1
Masomeh Ilami 2
1 Somayeh Ghazi, Ph.D. in Curriculum Development, Nowshahr Education Administration, Faculty Member of Farhangian University, Nowshahr, Iran
2 Masomeh Ilami Roudmajani, Ph.D. in Curriculum Planning, Assistant Professor, Payame Noor University, Tehran, Iran
چکیده English

The purpose of this study was to investigate the effectiveness of Google Classroom-based instruction on skill acquisition and learning quality among seventh-grade female students in the Work and Technology course. This study employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all seventh-grade female students in Mashhad during the 1401-1402 academic year, conducted during the transition back to in-person education following the COVID-19 pandemic. From this population, 60 students were selected through multistage cluster sampling and randomly assigned to two groups of 30. The experimental group received instruction through Google Classroom over 9 sessions of 90 minutes each, utilizing features such as assignment submission, instant feedback, multimedia materials, and virtual interaction, while the control group received traditional face-to-face instruction. Data collection instruments included researcher-made performance tests for measuring skill acquisition and a learning quality questionnaire (Rahmani Akhkand, 1389) with reliability of 0.84 (Cronbach's alpha), validated by experts. Data were analyzed using independent t-test and multivariate analysis of covariance (MANCOVA). Results showed that the experimental group performed significantly better in skill acquisition (F=74.043, p=0.000, η²=0.569) and learning quality (F=19.654, p=0.000, η²=0.260) compared to the control group. The calculated effect size indicated a strong impact of the educational intervention. These findings confirm that using Google Classroom can be an effective and efficient method for improving skill acquisition and enhancing students' learning quality.

کلیدواژه‌ها English

Google Classroom-based education
skill learning
learning quality
digital learning
technology education
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