دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

بررسی روابط ساختاری میان ادراک از برنامه درسی و رویکرد نسبت به یادگیری با عملکرد آموزشی دانشجویان مهندسی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید باهنر کرمان، کرمان، ایران.
2 استاد تمام گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران
3 استادیار گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران.
10.22034/hecs.2026.568164.2049
چکیده
پژوهش حاضر با هدف بررسی رابطه میان ادراک از برنامه درسی و رویکرد نسبت به یادگیری با عملکرد آموزشی دانشجویان رشته‌های مهندسی انجام شد. طرح پژوهش همبستگی بود. جامعه آماری پژوهش، دانشجویان رشته‌های مهندسی دانشگاه شهید باهنر کرمان بودند که 341 نفر به روش نمونه‌گیری تصادفی- سهمیه‌ای انتخاب شدند. ابزار پژوهش پرسشنامه ارزیابی ادراک از برنامه درسی (ECQ) و پرسشنامه رویکردها و مهارت‌های مطالعه دانشجویان (ASSIST) (نسخه کوتاه) بود. عملکرد آموزشی دانشجویان نیز با توجه به آخرین معدل ترم تحصیلی و با خود گزارش‌دهی دانشجویان تعیین شد. روایی سازه و ساخت عاملی پرسشنامه ها به روش تحلیل عاملی تاییدی بررسی و تایید گردید. پایایی پرسشنامه‌ها به روش آلفای کرونباخ بررسی و در پرسشنامه ECQ، 682/0 و در پرسشنامه ASSIST، 738/0 برآورد گردید. برای بررسی روابط ساختاری از روش مدل‌سازی معادله ساختاری استفاده شد. نتایج نشان داد که مدل ارائه شده در سطح قابل قبولی با داده‌ها مطابقت داشت و توانست رابطه بین متغیرها را مشخص سازد. بر اساس یافته‌های حاصل، بین ادراک از برنامه درسی و رویکرد عمیق به یادگیری و مطالعه و همچنین بین ادراک از برنامه درسی با رویکرد راهبردی به یادگیری و مطالعه رابطه مثبت و معنی‌داری وجود داشت. بین رویکرد سطحی به یادگیری و مطالعه با عملکرد آموزشی رابطه منفی و معنی‌داری دیده شد. بین رویکرد راهبردی به یادگیری و مطالعه با عملکرد آموزشی رابطه مثبت و معنی‌داری وجود داشت. همچنین رابطه مثبت و معنی‌داری بین ادراک از برنامه درسی با عملکرد آموزشی با نقش میانجی رویکرد راهبردی به یادگیری و مطالعه مشاهده شد.
کلیدواژه‌ها
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