آیا 10 «نمرة کوچک خوشبختی» است؟ تحلیلی بر مردودی دانشجویان در درس و ضرورت بهره‌گیری از رویکردهای مکمل نمره‌دهی در آموزش دانشگاهی

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی، دانشکدة علوم انسانی، دانشگاه کاشان، کاشان، ایران

10.22034/emes.2023.1988414.2455

چکیده

هدف: نمره‌دهی یکی از وظایف حرفه‌ای استادان و نیز یکی از مقررات و رویه‌های مهم در نظام‌های دانشگاهی است. نمره‌دهی را همچنین می‌توان یکی از ابزارهای استادان برای ایجاد یادگیری و هدایت رفتارهای تحصیلی دانشجویان محسوب کرد. هدف اول پژوهش حاضر آزمودن این فرضیه بود که وضعیت پیشرفت تحصیلی دانشجویان مردود پس از اخذ مجدد درس نیز به سطح مطلوب نمی‌رسد. هدف دوم آزمودن این فرضیه بود که نمرة 10 به عنوان گونه‌ای از نمرة حداقلی، نسبت به نمره‌های نزدیک به آن اثر مثبتی بر پیشرفت تحصیلی دانشجویان دارد.
روش پژوهش: برای آزمودن فرضیة تحقیق داده‌های بیش از 190 هزار نمره از هشت نیمسال آموزش حضوری قبل از کرونا از سامانة آموزش دانشگاه کاشان استخراج شد. پس از اعمال شرایط مطالعة طولی و حذف داده‌های مفقود و پرت، نمونه‌ای به اندازة 4522 جفت نمره از دانشجویانی که درسی را مردود شده بودند به دست آمد. از آزمون‌های مقایسة میانگین‌ برای ارزشیابی میزان یادگیری دانشجویان در نوبت دومِ اخذ درس و از مدل اثرات آمیخته برای بررسی اثر انواع نمره بر معدل دانشجویان استفاده شد.
یافته‌ها: تحلیل‌ها نشان داد پیشرفت و یادگیری دانشجویان مردود در نوبتِ دوم اخذ درس مطلوب نیست و از سطح متوسط کلاس به طور معناداری پائین‌تر است. همچنین معلوم شد مجموعه‌ای از عوامل آموزشی نظیر ساعت امتحان، تعداد واحد دروس و نرخ ثبت نام کلاس‌ها بر نمرات دانشجویان مردود اثرات منفی معنادار دارند. یافتة اصلی و جالب در پژوهش حاضر این بود که نمرة حداقلی 10 در مقایسه با نمره‌های قبولی «ضعیف» و «بسیار ضعیف» اثر مثبت بیشتری بر روی پیشرفت دانشجویانِ فاقد مشروطی دارد.
نتیجه‌گیری: در نظر گرفتن نمرة حداقلی 10 برای دانشجویانِ فاقد مشروطی می‌تواند به عنوان یک راهکار موجهی که اثر مثبت بر پیشرفت تحصیلی دارد مورد توجه استادان دانشگاه قرار گیرد. تبیین محتمل این است که این نمره پیام ویژه‌ای برای این دانشجویان دارد به نحوی که انگیزة تلاش و کوشش بیشتر برای بهبود معدل و جبران عقب‌ماندگی را به آنها می‌دهد. بر اساس این یافته‌ می‌توان گفت این باور سنتی فراگیران که 10 «نمرة کوچک خوشبختی» است دارای مبنای نظری و توجیه روان‌شناختی است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Is “10” the “Little Grade of Happiness”? An Analysis of Students’ Failure in the Course and the Necessity of Using Alternative Grading Approaches in University Teaching

نویسنده [English]

  • Sayed Ahmad Madani
Assistant Professor, Department of Educational Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran
چکیده [English]

Objective: The first goal of the present study was to test the hypothesis that the academic progress of failed students does not reach the desired level even after retaking the course. The second goal was to test the hypothesis that 10 as a minimum grade has a positive effect on students’ academic progress compared to grades close to it.
Methods: The data of more than 190 thousand of grades from eight semesters was extracted from the university’s learning management system. By applying the conditions of panel study and removing missing and outliers, 4522 pairs of grades of students who failed a course formed the statistical sample of the research. After applying the mixed effects model, the students’ learning rate in the second round of taking the course and the educational factors affecting the students’ grades were explored.
Results: The findings showed that the learnings of failed students in the second round of taking courses is not satisfactory and is significantly lower than the average of the class. The main and interesting finding in the present study was that the minimum grade of ‘10’ compared to weak and very weak passing grades has a more positive effect on the overall progress of students without probation.
Conclusion: Considering the minimum grade of 10 for students can be considered by university professors as a justified solution that has a positive effect on academic progress. The probable explanation is that this grade has a special message for students in a way that motivates them to work harder to improve their GPA and compensate for their backwardness. It can be said that the traditional belief of some learners that 10 is the “Little Grade of Happiness” has a theoretical basis and psychological justification.

کلیدواژه‌ها [English]

  • Keywords: university teaching
  • assessment
  • student evaluation
  • grade
  • minimum grade

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