مطالعه فرایند حذف کنکور سراسری براساس نظریه داده بنیاد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد تحقیقات آموزشی، گروه علوم‌تربیتی دانشکدة روانشناسی و علوم تربیتی دانشگاه یزد، یزد، ایران

2 استادیار گروه علوم ‌تربیتی دانشکدة روانشناسی و علوم تربیتی دانشگاه یزد، یزد، ایران

10.22034/emes.2023.545385.2332

چکیده

هدف: هدف پژوهش حاضر مطالعة فرایند حذف کنکور سراسری ایران و ارائة یک مدل براساس نظریة داده‌بنیاد بود.
روش پژوهش: رویکرد پژوهش که در سال 1399-1400 انجام شد، کیفی با استفاده از روش داده‌بنیاد بود. ابزار مصاحبة عمیق نیمه ساختار یافته بود. جامعة مورد مطالعه کلیة متخصصان تعلیم و تربیت و صاحب‌نظران آموزش عالی بودند. روش نمونه‌گیری هدفمند نظری بود و با معیار اشباع نظری با 16 مصاحبه به پایان رسید. فرایند تجزیه و تحلیل داده‌ها با استفاده از شیوة کدگذاری باز و محوری و انتخابی انجام و به منظور بررسی اعتبار و پایایی از روش لینکلن و گوبا استفاده شد.
یافته‌ها: یافته‌های پژوهش نشان داد که مقولة محوری ضرروت و پیچیدگی حذف کنکور است و سایر مقوله‌ها در پنج مقولة شرایط علّی (2 مقوله)، شرایط مداخله‌گر محیطی (2 مقوله)، ویژگی‌های زمینه‌ای (3 مقوله)، راهبردها (2 مقوله) و پیامدها (2 مقوله) دسته‌بندی شدند.
نتیجه‌گیری: با توجه به نتایج پژوهش می‌توان اذعان داشت که در رابطه با مسألة حذف کنکور از طرفی مسائلی چون رقابت‌های ناسالم و مسائل روانی و جابه‌جا شدن اهداف آموزشی موجب ایجاد احساس ضرورت حذف شده و از دیگر سو مسائلی همچون تقاضای بالا برای ورود به آموزش‌عالی فرایند حذف را با پیچیدگی روبه‌رو کرده است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Study of the Entrance Exam Elimination Process Based on Grounded Theory

نویسندگان [English]

  • Somayeh Talebiyan 1
  • Ahmad Zandvanian 2
  • Mohsen Shakeri 2
1 MA, Department of Psychology and Educational Sciences, Yazd University,Yazd, Iran
2 Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran
چکیده [English]

Objective: The purpose of this study was to study the process of eliminating the national entrance examination in Iran and to present a model based on Grounded theory.
Methods: The research approach was qualitative using grounded theory. The in-depth interview tool was semi-structured. The study population was all education specialists and higher education experts. The purposive sampling method was theoretical and ended with 16 interviews with theoretical saturation criteria. The data analysis process was performed using open, axial and selective coding methods and Lincoln and Guba methods were used to evaluate the validity and reliability.
Results: Findings showed that the central category is the necessity and complexity of eliminating the entrance exam and other categories in five categories: causal conditions (2 categories), environmental intervention conditions (2 categories), contextual characteristics (3 categories), strategies (2 categories) and consequences (2 categories) were categorized.
Conclusion: According to the results of the research, it can be acknowledged that in relation to the issue of eliminating the entrance exam on the other hand
Issues such as unhealthy competition and psychological issues and the shifting of educational goals have created a sense of necessity of elimination, and on the other hand, issues such as high demand for access to higher education have complicated the elimination process.

کلیدواژه‌ها [English]

  • Keywords: Entrance exam
  • national exam
  • student assessment and admission
  • higher education
  • entrance exam elimination process
  • grounded theory

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