Изучение роли самоэффективности в ротации станций: развитие навыков критического мышления и грамотности среди учащихся начальной школы

Это исследование было сосредоточено на изучении того, как модель ротации станций и самоэффективность их способностей влияют на их навыки критического мышления и грамотности в начальных школах. В исследовании приняли участие 217 учащихся из 5 школ города Маланг, Индонезия. Они были разделены на экспериментальную группу (n=105) и контрольную группу (n=112) в возрасте от 10 до 11 лет. Исследование проводилось онлайн через Zoom Meeting: экспериментальная группа знакомилась с моделью ротации станций, а контрольная группа проходила традиционное обучение. Участники были выбраны методом кластерной случайной выборки на основе географического местоположения. В исследовании использовалась квазиэкспериментальная структура с конфигурациями контрольных групп как до, так и после тестирования. Использованные инструменты включали 30 тестов на самоэффективность, 5 тестов критического мышления и 20 тестов грамотности. Оценки по чтению как в предварительном, так и в последующем тесте дополнительно оценивались с использованием формулы SMOG. Собранные данные были подвергнуты ручному многомерному исследованию с использованием формулы Хаса-Вона. Ключевые результаты показали: (1) модель ротации станций значительно повысила критическое мышление учащихся (sig = 0,000) и способности к грамотности (sig = 0,000); (2) различные уровни самоэффективности заметно влияли на результаты обучения критическому мышлению (sig = 0,044) и грамотности (sig = 0,043); и (3) не существовало заметной корреляции между моделями обучения и самоэффективностью в отношении критического мышления (sig = 0,715) и способностями к грамотности (sig = 0,219). Эта методология преподавания предлагает преподавателям ценную информацию, подчеркивая возможность ее полного онлайн-приложения, особенно в сложные периоды, такие как пандемии, когда ресурсы могут быть ограничены.

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