طراحی و اعتباریابی مدل آموزش سواد رسانه ای در آموزش و پرورش با رویکرد آمیخته (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش یک راهبرد ترکیبی از نوع اکتشافی متوالی بود. روش در بخش کیفی مطالعه موردی و در بخش کمی توصیفی پیمایشی بود جامعه آماری شامل تمام معلمان مدارس متوسطه شیراز به تعداد ۲۸۵۹ نفر بود انتخاب نمونه در بخش کیفی به روش نمونه گیری هدفمند و با تکنیک ملاک محور صورت گرفت حجم نمونه تا مرحله پدیدآیی نظم و عدم گسترش بیش ازحد ۲۰ نفر شد نمونه گیری کمی به صورت تصادفی ساده انجام و حجم نمونه طبق فرمول کوکران ۳۳۸ نفر شد ابزار گردآوری داده ها در بخش کیفی شامل دو بخش مصاحبه نیمه ساختاریافته در بخش میدانی و بررسی و کنکاش اسناد بالادستی و اسناد آموزش و پرورش در بخش کتابخانه ای بود. در بخش کمی از ابزار پرسشنامه محقق ساخته برای گردآوری داده ها استفاده شد تجزیه وتحلیل داده ها در بخش کیفی بر اساس تحلیل مضمون انجام شد همچنین در بخش کمی برای تأیید روایی پرسشنامه از تحلیل عاملی تأییدی و برای تعیین برازش مدل از مدل یابی معادلات ساختاری استفاده شد در بخش کمی نرم افزار spss 23 و pls به کار رفت نتایج به دست آمده به شناسایی ۴۹ مؤلفه و ۶ بعد منجر شد و درنهایت مدل پژوهش ارائه شد نتایج نشان داد که هر یک از ابعاد به ترتیب: معلم سواد رسانه ای (961/0) آموزش و پرورش (931/0) برنامه درسی (۸۸/۰) مدرسه (86/0) دولت (715/0) وزارت آموزش و پرورش (۶۳۹/0) بر آموزش سواد رسانه ای در آموزش و پرورش تأثیر داشتند و شاخص های برازش هنجار شده بنتلربونت، برازش نسبی، برازش افزایشی، شاخص های تطبیقی مدل نشان داد که مدل ساختاری طراحی شده از برازش مطلوبی برخوردار بود.Design and Validation of Media Literacy Education Model In Education with a Mixed Approach
Introduction: One of the key concepts related to people's ability to effectively utilize information is media literacy. In recent years, as this topic has been seriously discussed and its importance gradually highlighted, the role of various factors in creating, teaching, and expanding media literacy among today’s learners has gained significant attention. It has also been identified as a fundamental necessity of life in the 21st century (Mansourian and Naeemabadi, 2018).
Media literacy is one of the essential skills for both teachers and students. Empowering students to thrive in the modern era is among the primary responsibilities of the education system. This institution is tasked with fulfilling its educational mission effectively while addressing societal needs and meeting social demands (National Curriculum, 2018).
Educational frameworks emphasize the advancement and deepening of media literacy and the establishment of a foundation for the appropriate use of emerging learning environments (Fundamental Transformation Document, 2009). Media literacy remains a critical skill for educators and learners alike, aligning with the broader goal of enabling students to adapt and excel in the contemporary world. As stated in the National Curriculum (2013), the education system must respond to societal demands while carrying out its mission.
Moreover, educational documents continue to underscore the importance of promoting media literacy, fostering its integration, and paving the way for the constructive use of innovative learning environments (Fundamental Transformation Document, 2018). Therefore, it is crucial that schools, as the epicenters of education, are well-equipped to teach media literacy and play an active role in this endeavor.
Methods: The method of this research was a sequential exploratory mixed strategy that was carried out in two qualitative and quantitative parts in four steps as follows:
First step: qualitative part
Second step: Instrumentation
Third step: qualitative part
Fourth step: connection and interpretation of findings
In-depth interview method was used to collect the data required for the research. The data collection tools needed in this research were both document analysis and interviews. In the field part of the semi-structured interview with 20 participants in the spring of 1401, by asking the questions "What are the indicators and components of media literacy?", "How is the design of the media literacy education model?" and "How is the fit of the media literacy education model?" It started and was guided and continued based on the responses of the participants. Validation of qualitative data during data analysis was done by adapting the methods proposed by Meredith Gall, Walter Borg and Joyce Gall (1994).
Qualitative data analysis was done by interpretive analysis method and using theme analysis in the form of theme network.
In this way, in the first step, quotes were extracted from the interview text of the participants in the semi-structured interview, as well as from the text of the upstream documents, key documents and documents of education, and initial coding of the quotes was done in separate tables. In the second step, based on the themes obtained from the qualitative part of the research, a researcher-made questionnaire was prepared to evaluate the model from the point of view of experts and review the upstream documents and education documents, and it was approved by the thesis research team.
The third step of the current research is related to the quantitative part. In the quantitative part, the data collection tool was a researcher-made questionnaire that was used to evaluate the proposed model of the qualitative part.
In the fourth step, following the comparison of qualitative and quantitative findings, the desired interpretations were made and finally the model of media literacy education in Fars education was presented.
Results and findings: Using the Atride-Straling (2001) method, this research was conducted in three stages:
**Shredding Text and Coding Quotes**
**Exploring the Network of Themes Within the Text**
**Integrating Discoveries and Presenting the Research Model**
Standardized parameter estimates revealed that all components were statistically significant, with their factor loadings reaching a high level (above 0.5). The analysis of fit indices confirmed the model's suitability.
The findings related to the fit indices demonstrated that Cronbach's alpha and the combined reliability values for all variables exceeded 0.7, indicating the model's reliability. Additionally, the research results showed that the convergent validity rate for all factors surpassed the criterion level of 0.4, reflecting its adequacy. Divergent validity was also examined and confirmed through a factor-in-factor matrix, while all factor loadings associated with the research factors exceeded 0.4, reaffirming their appropriateness.
Considering the three R² values—0.19, 0.33, and 0.67—defined as weak, medium, and strong, all factors yielded values above 0.67, indicating the robustness of this index. Regarding GOF values—0.01, 0.25, and 0.36—defined as weak, medium, and strong, all factors recorded values above 0.36, suggesting a strong overall fit for the model. Consequently, the model presented in this study was confirmed as fitting well.
Discussion and conclusion: The theme network highlighted the necessity of addressing six dimensions and 49 components in media literacy education, according to the perspectives of experts and specialists. The interpretation of the dimensions—government, ministry, education system, school, teacher, and curriculum—underscored the following key components:
- **Government Dimension:** Media literacy movement, technology development, the capacity of mosques and cultural centers, and the capacity of radio and media.
- **Ministry Dimension:** Teacher training programs, training media literacy education managers, and book reviews.
- **Education System Dimension:** Educational standards, support for gifted students, media literacy conferences, creation of virtual spaces, training school principals, guiding school principals, and providing media literacy instructors.
These findings collectively affirm the importance of comprehensive media literacy education and its integration across various dimensions.
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