نقش تمرکز بر آموزش و بهینه سازی زمان آموزش معلم در کلاس بر عملکرد تحصیلی با میانجی گری رضایت تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر ، بررسی نقش تمرکز بر آموزش و بهینه سازی زمان آموزش معلم در کلاس بر عملکرد تحصیلی با میانجی گری رضایت تحصیلی بوده است. روش پژوهش توصیفی از نوع همبستگی بوده است. جامعه آماری، شامل کلیه معلمان و دانش آموزان متوسطه دوم شهر بابل می باشد که با استفاده از شیوه نمونه گیری خوشه ای سه مرحله ای 50 معلم و 336 دانش آموز به عنوان نمونه آماری انتخاب شده اند. جهت گردآوری داده ها، از سه پرسشنامه؛ تمرکز و بهینه سازی زمان آموزش (Esterank et al, 2018)، پرسشنامه عملکرد تحصیلی (Fam & Taylor, 1999)، و پرسشنامه رضایت تحصیلی (Diener, et al., 1985) استفاده شد. برای تجزیه و تحلیل اطلاعات از ضرایب همبستگی پیرسون و مدل تحلیل مسیر استفاده شد. نتایج نشان داد که تمرکز بر آموزش(۰۱/۰>p، ۴۵۷/0=β) و بهینه سازی زمان آموزش (۰۱/۰>p، ۲۴۱/0=β)، معلمان در کلاس بر عملکرد تحصیلی تأثیر مثبت دارد. هم چنین نتایج نشان داد که رضایت تحصیلی دانش آموزان در تأثیر تمرکز بر آموزش (۰۱/۰>p، ۱۳۷/0=β) و بهینه سازی زمان آموزش (۰۱/۰>p، ۱۴۳/0=β) بر عملکرد تحصیلی نقش میانجی دارد. بنابراین معلمان می توانند با تمرکز و بهینه سازی زمان آموزش، میزان آموزش و یادگیری را به حداکثر برسانند تا از این طریق میزان موفقیت و رضایت تحصیلی دانش آموز در کلاس ها بیشتر شود.The Role of Focusing on Instruction And Optimizing Instructional Time of Teacher In The Classroom on Educational Performance With The Mediation of Academic Satisfaction
The aim of the current research was to investigate the role of Focusing on Instruction and Optimizing Instructional timeof teacher in the classroom on the Educational performance with the mediation of academic satisfaction. The descriptive research method was correlational. The statistical population included all secondary school teachers and students of Babol city, among whom 50 teachers and 336 students were selected as a statistical sample using a Three-stage cluster sampling method. The instrumental tool for the data collection included three questionnaires of Focusing and Optimizing Instructional time (Stronge, 2018), Educational performance questionnaire (Pham & Taylor, 1999), and academic satisfaction questionnaire (Diener & etal, 1985). Pearson correlation coefficients and path analysis model were used to analyze the data. The results showed that Focusing on Instruction (p < 0.01, β = 0.457) and Optimizing Instructional time (p < 0.01, β = 0.241) have a positive effect on the Educational performance of teachers in the classroom. The results showed that students' academic satisfaction has a mediating role in the effect of Focusing on Instruction (p<0.01, β=0.137) and Optimizing Instructional time (p<0.01, β=0.143) on Educational performance. Therefore, teachers can maximize the amount of Instruction and learning by focusing and optimizing the Instruction time, so as to increase the success rate and academic satisfaction of the students in the classes.
Introduction: Optimizing teaching time and focusing on teaching in the classroom as one of the key elements of educational planning has a special place and importance in improving the quality academic performance and academic satisfaction of students because focusing on teaching, planning The teacher directs the behavior of the class and the optimization of teaching time leads to the development of an integrated curriculum by the teacher and avoids the teacher from overemphasizing one content area at the expense of neglecting other areas.
The aim of the current research is to investigate the role of focus on education and optimization of teacher training time in the classroom on academic performance with the mediation of academic satisfaction. For this purpose, the current research seeks to answer the following question: 1. Does academic satisfaction of students play a mediating role in the effect of focusing on education and optimizing education time on academic performance?
Methodology: According to the purpose of this research, it is an applied research, and in terms of its implementation, it is a descriptive-survey research of the correlation type. The statistical population includes all teachers (765 people) and students (10,463 people) of the second secondary school in Babol city, using a three-stage cluster sampling method, 50 teachers and 336 students Students were selected as samples. First, 8 schools (4 girls' and 4 boys' schools) were randomly selected from the second secondary schools of Babol city, then 4 classes were randomly selected from each school. Then 12 students were randomly selected from each class.
Discussion: Based on the obtained results, focusing on training and optimizing teachers' training time in the classroom has an effect on academic performance, so it can be said that the research hypothesis has been confirmed and the conclusion is that focusing on teacher training and optimizing training time in The class has a positive effect on students' academic performance (β=0.457, p<0.01; β=0.241, p<0.01). Also, the results showed that students' academic satisfaction is influenced by focus on education and optimal Teaching time has a mediating role on academic performance. Therefore, it can be said that the hypothesis of the research has been confirmed and it can be concluded that students' academic satisfaction is influenced by focus on education (p < 0.01, β = 0.137) and optimal Teaching time (p < 0.01, β = 0.143) has a mediating role on academic performance.
The results of the current research are in line with the research findings (Curby, et al., 2013; CoSpear-Swerling & Zibulsky, 2014; Lee, 2011; Gettinger & Walter, 2012) who showed in their research that effective teachers of cohesion and organization in classes They consider their lessons important and consider the student's attention spans when designing lessons; Effective teachers strengthen their focus on teaching by devoting time to teaching and the learning process and by having expectations for student learning, and the quality of teaching is directly related to student learning; And it is also in line with the research findings (Brophy, 2011; Gettinger & Walter, 2012;) which showed that effective teachers take help from the management to minimize the external disturbing factors in order to preserve the teaching time and increase the time spent on learning. be
In the analysis of the results of this research, the results of Taylor et al (2009); Stronge (2018) and Stronge, Ward, & Grant (2011) confirm it, it can be said that teachers can maximize the amount of teaching and learning by careful and thoughtful use of time. Also, whenever the training time is maximized (training time optimization), the student's success rate in classes will increase. Consequently, one of the characteristics seen in the classrooms of effective teachers is the prioritization of instruction, a process that is accomplished in part through time allocation.
Also, in the analysis of these results such as the research results of Stronge & Xu, 2015); Baumert et al., 2010); Estes, Mintz & Gunter 2010; Cangelosi, 2014; Rivkin & Schiman, 2015; Gettinger & Walter, 2012 and (Kane et al, 2011) it can be said that effective teachers use various techniques and strategies such as (maintaining regular procedures and routines, managing and performing executive tasks quickly and In an effective way, preparing the content and materials in advance, the logical sequence of the learning process by establishing new knowledge based on previous knowledge, adjusting the time and speed of teaching the content area according to the performance and growth of the student, doing tasks and planning. with colleagues in a collaborative way in order to promote the coherence of learning in students, limiting interruptions in lessons through the use of appropriate behavior management techniques, and allocating class time in a logical and defensible manner for teaching each lesson and between teaching lessons) In addition, they provide a framework to not only maximize instructional time but also maximize student opportunities for each assignment.
In the analysis of the results of this research, which is confirmed by the results of Park, & Park (2011) and Landrum (2020), it can be said that students who express a positive opinion about their academic capacity and ability, complete their educational assignments better and as a result, get better grades in the courses. Therefore, academic satisfaction has a key role in the education process and can be influential in the growth and development of the educational system in any society. Also, it can be claimed that academic satisfaction expresses the status of the educational system, and on the other hand, the academic satisfaction component has a facilitating role in the learning process and can help a person to have a desirable life in the future. to help (Park, & Park, 2011).
According to the findings of this research as well as the research conducted in other countries, based on the positive effect of focusing on education and optimizing the education time on academic satisfaction and academic performance, it is suggested that in the ready time The training of teachers in Farhangian University and in-service courses, the necessary strategies and skills to focus on teaching and optimizing the teaching time by the teacher in the classroom should be addressed. It is also suggested to the teachers to maximize the teaching time by organizing the classroom in order to influence the academic performance and academic satisfaction of the students.
تبلیغات
