نوع المستند : Original Article
المؤلفون
1 فارغ التحصیل دکتری رشته زبان و ادبیات عرب
2 Dr. Ati Abiat, Associate Professor, Department of Arabic Language and Literature, Farhangian University, Tehran, Iran
المستخلص
Objective: This study aimed to analyze the performance of conservatory students in Arabic lessons by combining Bloom Simpson's learning theory (cognitive, affective, and psychomotor domains) and motivational theories (instrumental, functional, and integrative). Research Method: This study was a mixed type that was conducted in a descriptive-analytical manner.
: Standard motivation questionnaires (instrumental, functional and integrated), performance tests based on Bloom's six cognitive levels. Quantitative data were analyzed using independent t-tests, analysis of variance, Pearson correlation coefficient and regression analysis in SPSS software, while qualitative data were examPoor performance at high levels of instrumental motivation (analysis: 32%, evaluation: 28%, creativity: 19%). And a significant positive correlation of cognitive level with integrative motivation (r=0.62, p<0.01). Instrumental motivation: very low mean (1.8/5 with standard deviation 0.6). 88% reported a lack of relevance of content to job needs. Average mean (3.1/5) with emphasis on grades and teacher approvalined using
thematic analysis method.
Average mean (3.1/5) with emphasis on grade and teacher approval. Inverse relationship with performance at higher cognitive levels (r=-0.41, p<0.05.. Integrated motivation: low mean (2.35). and standard deviation of 6% and strong relationship with psychomotor performance. The result of this study shows that the current educational system has failed to achieve the goals of Bloom's higher levels and shows the dominance of the motivation to memorize material over other motivations.
الكلمات الرئيسية