چرایی اُفت تحصیلی در درس ریاضی از منظر دانش آموزان: یک مطالعه کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سعیده شریف
1
,
آرزو غفوری
2
,
کیوان صالحی
3
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1 - كارشناسي ارشد تحقیقات آموزشی، گروه روش‌ها و برنامه‌های آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
2 - دانشجوی دکتری روانشناسی تربیتی واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران
3 - دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
کلید واژه: اُفت تحصیلی, درس ریاضی, دانش‌آموزان, رویکرد کیفی, پدیدارشناسی تبیینی.,
چکیده مقاله :
اُفت تحصیلی، پدیده‌ای نا‌خوشایند است، که برخی دانش‌آموزان آن را در دوران تحصیل تجربه میکنند و این امر، خود موجب هدر رفتن سرمایه‌های انسانی و مادی می‌شود. اُفت تحصیلی به منزله کاهش عملکرد تحصیلی دانش‌آموز از سطحی رضایت بخش به سطحی نامطلوب است. درس ریاضی، یکی از دروسی است که احتمال بروز اُفت تحصیلی در آن بیشتر از سایر دروس است و اُفت در آن می‌تواند زمینه‌ساز اُفت در سایر دروس دیگر شود. روش پژوهش پدیدارشناسی تبیینی بود. در این مطالعه تلاش شد تا مفهوم اُفت تحصیلی در درس ریاضی از منظر دانش‌آموزان پایۀ دهم مورد واکاوی قرار گیرد. داده‌ها با استفاده از فن مصاحبه نیمه ساختارمند با 20 دانش‌آموز دختر 18-17سال که در پایه دهم، به تحصیل اشتغال داشتند و مبتنی بر روش نمونه‌گیری هدفمند از نوع ملاکی، گردآوری شده و بر پایه راهبرد هفت مرحله‌ای کُلایزی تحلیل گردید. یافته‌های حاصل در 82 گزاره معنایی، 13 زیردرونمایه و 3 درونمایه اصلی شامل (عملکرد دانش‌آموز، عملکرد معلم و عملکرد سازمان)، طبقه‌بندی گردید. نتایج به تبیین و تصویری روشن از ادراک دانش‌آموزانی که همگی اُفت درس ریاضی را تجربه نموده‌اند، منجر گردید.
The failure in education is an unpleasant phenomenon, which may be experienced by students during their studies, which itself causes the loss of human and material capital. The failure in education as a decline in academic performance and students' lessons from a satisfactory level to an undesirable level. One of the lessons that affect students' academic failure is the mathematical lesson. The present study aims to clarify the concept of academic failure from its students in mathematics from the perspective of tenth grade students. Data were collected using a semi-structured interview technique with 20 students aged 18-17 who were at the 10th grade. The data were collected based on the purposeful sampling method and analyzed based on the seven-step strategy. The findings were categorized in 82 the semantic statement, 13 sub- themes and 3 main themes including) student performance, teacher performance, and organizational performance (The results lead to a clear explanation of perceptions of students who have all experienced a failure in mathematics.
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