نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار روانشناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2 استادیار گروه روانشناسی و تکنولوژی آموزشی، دانشگاه بین‌الملی چابهار، چابهار، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The aim of the present study was to determine the effectiveness of the teaching method based on the Constructivist Approach of Baye on problem solving, perception of the usefulness of academic assignments, and students' achievement goals in chemistry.
Methods: The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all male students in the experimental eleventh grade of the second high school in Chabahar city in the academic year 2024-2025. For sampling in this study, one school was randomly selected from among the second high school schools in the city. After applying the exclusion criteria, 30 participants in the study were randomly selected and were randomly assigned to two groups of 15: experimental and control. To collect data, Elliott and McGregor's Progress Goal Orientation Questionnaire, Miller et al.'s Perceived Homework Utility Scale, and Heppner and Peterson's Questionnaire were used. Data analysis was performed using the covariance analysis statistical method.
Findings: The results of the study showed that the teaching method based on the Bybee constructivist approach has an effect on problem solving, perceived usefulness of homework, and students' progress goals in chemistry (P≥0.01). In fact, the teaching method based on the Bybee constructivist approach increases problem solving and the components of confidence in problem solving, self-confidence, and personal control, mastery-propensity and performance-propensity goal orientations, and perceived usefulness of homework in students.
کلیدواژه‌ها [English]
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