بررسی سهم متغیرهای سطح دانش آموز ومعلم بر عملکردخواندن دانش‌آموزان پایه چهارم براساس داده های پرلز2006
محورهای موضوعی : آموزش و پرورش
حسین زارع
1
(استاد گروه روان‌شناسی دانشگاه پیام نور، تهران، ایران)
سیمین نقش
2
(دانشجو دکترا رشته برنامه ریزی آموزش از دور)
کلید واژه: نگرش, خودپنداره, گروه بندی, مقدار تکلیف, پرلز2006 و مدل‌های خطی سلسله مراتبی,
چکیده مقاله :
هدف این مطالعه بررسی روابط بین عملکرد خواندن و برخی متغیرهای سطح دانش آموز و معلم و بررسی درصد واریانس هر یک از سطوح در تبیین واریانس عملکرد خواندن است. بدین منظور، داده های پایه چهارم مطالعه پرلز 2006 ایران مورد استفاده قرار گرفت. تحلیل ما بر نمونه ایرانی شامل 5411 دانش آموز از 236 مدرسه تأکید دارد. متغیرهای بکار رفته در این تحلیل از دو سطح انتخاب شده اند: سطح دانش آموز (خودپنداره، نگرش) و سطح معلم (گروه بندی، مقدار تکلیف). از مدل خطی سلسله مراتبی دوخطی(HLM) برای کشف روابط بین عملکرد خواندن و پیش بینی کننده های تحلیل استفاده شد. نتایج نشان دادند که در سطح دانش آموز متغیرهای خودپنداره و نگرش رابطه ای معنادار با عملکرد خواندن دارند و در سطح معلم نیز رابطه گروه بندی با عملکرد خواندن معنادار بود، ولی مقدار تکلیف رابطه معناداری با عملکرد خواندن نداشت.
The goal of this study wasto investigate the relationships between reading achievement and student and teacher level variables,and the examination of the percentage of each level in explaining total student reading achievement variance. In order to conduct this study, PIRLS data (2006) collected fromnational fourth-grade was used. Our analysis focused on the Iranian sample that included 5411 students from 236 schools. The variables used in this analysis are in two levels: the student level (attitude and self-concept) and the teacher level (grouping and homework). Two-level hierarchical linear modeling (HLM) was used to explore the relationship between student reading achievement and the hypothesized predictors in this analysis. The results indicated that in student level, the relationship between self-efficacy and attitudes was significant and also, in teacher level, the relationship between reading achievements in grouping was significant;however, there is not any significant relationship between reading achievement and homework.
-Sharifi Saki, Sh. Falah, M. H., & Zare, H. (1393). The role of Mathematics self-efficacy and perceived classroom in the mathematics achievement by controlling gender, Research in school learning, the first year, the fourth issue
-Ghasemi, M. (1388). The effect of parental education on students' performance in reading literacy(According to the PIRLS) .Master thesis.
-Karimi. A.A. (1384). survey results of PIRLS 2001,Journal ofEducational, the 21 year, number 1
-Naghsh, Z. Moghadam, A. (1391). Multilevel modeling techniques used in data analysis Timss 2007 and Comparison with one level analysis. Journal of Educational Measurement, the third year,number 8
-Bandura, A. (1994) Self-Efficacy, Encyclopedia of Human Behavior, Vol. 4, pp. 71-81.
-Chapman, J. W. & Tunmer , W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept : Self perception and performance. British Journal of Educational Psychology . vol. 67, no3, pp. 279-291
- Chiu, Ch.H. & Keny, huawei.(2005). Relation Between Parental Factors and Children s Reading Behavior s and Attitudes :Results from RIRLS 2005 filed Test in Taiwan. The second IRC:Washangton University,pp.249_259.
-Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology, 90(1), 70–83.
- Cooper, H. (1989). Homework. White Plains, NY: Longman.
-Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academicachievement? A synthesis of research, 1987-2003. Review of EducationalResearch, 76(1), 1-62.
-Keith, T. Z., & Cool, V. A. (1992).Testing models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement. School Psychology Quarterly, 7, 207–226.
-Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S., & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? School Psychology Review, 22, 474–496.
-Lewis, R. & Teale, W.H. (1982). Primary School Students' Attitudes towards Reading. Journal of Research in reading, volume5.issue2.pages113-122.
-McKenna, M.C., Kear, D.J. & Ellsworth, R.A. (1995).Children's Attitudes toward Reading: A National Survey.Published byinternational reading association , Vol. 30, No. pp. 934-956.
-Mikk, J. (2006). Students’ homework and TIMSS 2003 mathematics results. Paper presented at the International Conference, “Teaching Mathematics: Retrospective and Perspectives,” Tartu, Estonia.
-Mullis, I.V.S. Martin, M.O. ,Gonzalez. E.J., & Kennedy, A.M. (2003). PIRL S2001 international report:IEAs study of reading literacy achievement in primary school in35 countries. Chestnut Hill,MA:Boston college.
-Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30–38.
-Nickolia, A. Hendricks, C. Hendricks, J. & Smith, A. (2003). understanding Relation Between Attitudes Toward Reading and Home literary Environment. Proceeding of the IRC.
- Oconner-petruso, S. H., & Marinda, K. (2003). Gender inequities among the top scoring nations, Singapore, republic of Korea and Chine set Taipei, in mathematics achievement from the TIMSS-R study. Proceedings of the IRC-2004.
- Papanastasiou,C. (2006). Factors that distinguish the most form the least effective school in reading: A residual approach.Paper presented at the second IRC Conference.
- Pey, Y.L. (2010). Cross-National Comparisons of the Association Between Student Motivation forLearning Mathematics and Achievement Linked with School Contexts: Results fromTIMSS 2007.
- Raudenbush, S. W. Raudenbush, S.W. & Bryk, A.S. (1986).A hierarchical model for studying schooleffects. Sociology of Education, 59, 1-17.
- Rider, N .Coolmar, S. (2006).Reading Achievementand Reading Self-Concept in years 3 Children.Australia:NSW , COLO5347.
- Rodriguez, M. C. (2004). The role of classroom assessment in student performance on TIMSS.Applied Measurement in Education, 17(1), 1–24.
-Sanchez, F. & Roda, M.(2003). Relationships between Self-Concept and Academic Achivement in Primary Students. Electronic journal of research in education psychology and psycho pedagogy, 1 (1),95-120.
-Shen, C. (2006). Rigor of academic standards, students' self-perception and their achievement: A cross-national analysis based on three waves of TIMSS data. Presented at The 2nd IEA International Research Conference Washington D.C.
- Tse, K.S. Raymond Y.J.L. Joseph W. I. Yiu, M.C. & Elizadeth, k.y.l. (2005).Attitudes and Attainmant: A Comparison of Hong Kong, Singaporean and English Student reading .University of Hong Kong,Reaserch in education.NO76,PP.74_88
-Wang,Y. (2000).children s attitud toward reading and their development, jornal of instruction psychology.
- Wildman, P. (1968). Homework pressures.Peabody. Journal of Education, 45, 202-204.
- Zuzovsky, R. (2004). Grouping and its Effect on 8th Graders' Science and Mathematics Achievements.
- Diehl, J.M. (2010). The relation of student’s Academic Self-Concept of reading to grade level, achievement and teacher perception. Source: http:// hdl.net.