چکیده:
هدف: استفاده از تصویر در متنهای آموزشی برای کودکان میتواند به افزایش یادگیری آنها کمک کند، بنابراین هدف پژوهش بررسی تأثیر کتابهای کمیک ضربالمثل بر انگیزش تحصیلی و خودکارآمدی خواندن دانشآموزان مقطع ابتدایی است. روش پژوهش: این مطالعه توصیفی از نوع علی- مقایسهای با طرح پس آزمون با گروه کنترل انجام شد. جامعه این پژوهش دانشآموزان دختر کلاس چهارم و پنجم ابتدایی در استان البرز بود. نمونهگیری از این جامعه به شیوه قضاوتی هدفمند انجام شد و 50 نفر به عنوان گروه کنترل و 50 نفر به عنوان گروه آزمایش انتخاب شدند. به این افراد در گروه آزمایش کتابهای کمیک ضربالمثل داده شد و هر دو گروه به پرسشنامه خودکارآمدی خواندن هاگر و انگیزش تحصیلی گای، مارش و داوسون پاسخ دادند. این پاسخها در دو گروه تحلیل و با یکدیگر مقایسه شد. یافتهها: تفاوت معنیداری در شاخص انگیزش تحصیلی گروه کنترل و گروه آزمایش مشخص شد. به این معنی که خواندن کتابهای کمیک ضربالمثل توانسته بود سبب افزایش انگیزش تحصیلی دانشآموزان مورد مطالعه شود. همچنین مشخص شد خواندن این کتابها بر خودکارآمدی خواندن این افراد تأثیری نداشته است. نتیجهگیری: نتایج نشان داد کتابهای کمیک ضربالمثل موجب ایجاد علاقه و انگیزش به خواندن در دانشآموزان مورد مطالعه شده است. با توجه به این که کتابهای کمیک به ندرت در آموزش کودکان در داخل کشور مورد استفاده قرار گرفته است، استفاده از این نوع منابع در ترکیب با فرهنگ عامه میتواند انگیزه آنها را برای تحصیل افزایش دهد.
Objective: Using image in educational texts for children can help to enhance their learning. Considering the importance of academic motivation and the role of enhancing reading and writing skills and reading self-efficacy, as well as the comic book capabilities in this regard, this study attempts to address this issue from the perspective of popular culture and is part of the shortcomings. Therefore, the purpose of this research is to investigate the impact of comic proverb books on educational motivation and reading self-efficiency of elementary fourth and fifth grade students. Research method: This is a causal-comparative study with post-test design with control group. This study is practical in terms of purpose, is quantitative in terms of type and its data collection was done by descriptive method of cause-comparison type by considering post-test for a control group. The study population consisted of 4th and 5th grade female students in Alborz province. 100 girls of fourth and fifth grade students in Alborz province was selected by purposing judgment sampling, Samples were selected through purposive judgment sampling and 50 individuals were selected as control group and 50 as experimental group. The subjects in the experimental group were given comic books and both groups responded to the Hager reading self-efficacy questionnaire (2017) and the academic motivation questionnaire by Guy, Marsh, and Dawson (2005). Findings: Significant difference between educational motivation between two groups were showed. This means that reading the proverbial comic books could increase students' educational motivation. It was also found that reading these books did not affect their self-efficacy.The answers were compared and analyzed. Data analysis was performed by descriptive statistics (mean and standard deviation) and inferential statistics (independent t- test and U-Mann _Witney test). Conclusion: The results show that proverb comic books create interest and motivation to read in students. The results showed that proverbial comic books increase students' sense of autonomy and autonomy in learning new material and institutionalize their interest in reading books. Readers are also aware of the fact that selecting and reading comic books in different contexts enables them to learn new and informative content, and in the future, they will be able to study broader topics of interest in comic books.Proverbs have been rarely used in education of the students in our country. Using this type of resources and folklore can increase their educational interest. Producing comic books in many scientific and educational fields can be a good platform for better learning in education.