بررسی مقایسه‌ای تأثیر آموزش با رویکرد‌های یادگیری ترکیبی مرسوم و یادگیری ترکیبی مبتنی بر هوش‌های زبانی و منطقی- ریاضی گاردنر بر پیشرفت تحصیلی دانش‌آموزان هنرستانی
بررسی مقایسه‌ای تأثیر آموزش با رویکرد‌های یادگیری ترکیبی مرسوم و یادگیری ترکیبی مبتنی بر هوش‌های زبانی و منطقی- ریاضی گاردنر بر پیشرفت تحصیلی دانش‌آموزان هنرستانی
عنوان فارسی :
بررسی مقایسه‌ای تأثیر آموزش با رویکرد‌های یادگیری ترکیبی مرسوم و یادگیری ترکیبی مبتنی بر هوش‌های زبانی و منطقی- ریاضی گاردنر بر پیشرفت تحصیلی دانش‌آموزان هنرستانی
عنوان انگلیسی :
The Comparison Study of the Effects of Conventional Blended Learning and Blended Learning Approaches Based on Linguistic and Logical – Mathematical Gardner Intelligences on Vocational Student's Academic Achievements
چکیده انگلیسی:
Introduction: The blended learning could be a suitable method to implement the theory of multiple intelligences. The aim of this research is the comparison the effect of conventional blended learning and blended learning approaches based on linguistic and Logical – Mathematical Gardner intelligences on vocational student's academic achievements.
Materials and Methods: Sixty-third-grade female vocational high school students in the field of "computer multimedia production" in Isfahan were selected and randomly enrolled in two groups of 30. The background characteristics and multiple intelligence profiles measured and similarity of two groups was evaluated. Two groups were trained in blended learning method for 8 sessions. In experimental group an e-content based on multiple intelligences theory was used. The same pretest and post-test was performed before and after the teaching. Data analysis was performed by Independent t test, using SPSS software.
Results: The results showed that the increase in scores of the experimental group, in blended learning approach based on linguistic Gardner intelligence, significantly higher than the control group (p < 0.05), but increase in scores of the experimental group, in blended learning approach based on logical- mathematical Gardner intelligence, was not significantly differ from the control group(P
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