رابطة بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان با نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی
الموضوعات : پژوهش در برنامه ریزی درسیعلی نصرانی 1 , بهرنگ اسماعیلی شاد 2 , محبوبه سلیمان پور عمران 3
1 - دانش‌آموخته گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
2 - استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
3 - استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.
الکلمات المفتاحية: نگرش به درس ریاضی, فرایند آموزش, باورها و ارزش‌ها, وضعیت اجتماعی- اقتصادی, فرهنگ مدرسه,
ملخص المقالة :
هدف پژوهش بررسی رابطه بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی بود. پژوهش از لحاظ روش‌شناسی، توصیفی از نوع همبستگی است. جامعة آماری شامل دانش‌آموزان پسر متوسطه اول شهر آشخانه به تعداد 200 نفر است. نمونه بر اساس فرمول کوکران 132 نفر به دست آمد. روش نمونه‌گیری تصادفی طبقه‌ای بود. در پژوهش از پرسشنامه باورهای معرفت‌شناختی شومر (1990)، وضعیت اجتماعی - اقتصادی قدرت‌نما (1392)، فرهنگ مدرسه الساندرو و ساد (1997)، فرایند آموزش تاملینسون (2001) و نگرش به درس ریاضی پهلوان (1384) استفاده گردید. پرسشنامه‌ها دارای روایی صوری و محتوایی بوده و ضریب پایایی پرسشنامه‌ها به ترتیب 704/0؛ 774/0؛ 739/0؛ 701/0 و 778/0 است. داده‌ها با نرم‌افزار SPSS22 تحلیل شد. طبق نتایج، بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه رابطه معناداری وجود دارد و بین وضعیت اجتماعی- اقتصادی، باورها و ارزش‌های دانش‌آموزان، فرهنگ مدرسه، فرایند آموزش با نگرش به درس ریاضی رابطه معناداری وجود دارد و همچنین بین وضعیت اجتماعی- اقتصادی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد و بین باورها و ارزش‌های دانش‌آموزان با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد.
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