مدل ساختاری پیشرفت ریاضی بر اساس یادگیری مشارکتی : بررسی نقش میانجی خودکارآمدی ریاضی و درگیری تحصیلی
محورهای موضوعی : آموزش و پرورشوحید صادقی گوغری 1 , محمد حسن بهزادی 2 * , احمد شاهورانی سمنانی 3 , محسن رستمی مال خلیفه 4
1 - دانشجوی دکتری آموزش ریاضی، دانشکده علوم پایه، دانشگاه آزاد اسلامی واحد علوم وتحقیقات ، تهران
2 - داﻧﺸﯿﺎر ﮔﺮوه آمار، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
3 - داﻧﺸﯿﺎر ﮔﺮوه ریاضی کاربردی، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
4 - داﻧﺸﯿﺎر ﮔﺮوه ریاضی کاربردی، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
کلید واژه: یادگیری مشارکتی, خودکارآمدی ریاضی, درگیری انگیزشی, درگیری رفتاری, درگیری شناختی, پیشرفت ریاضی ,
چکیده مقاله :
مقدمه و هدف: این پژوهش با هدف تعیین مدل ساختاری پیشرفت ریاضی بر اساس یادگیری مشارکتی با نقش میانجی خودکارآمدی ریاضی و درگیری تحصیلی دانش آموزان پایه دهم در درس ریاضی انجام شد.
روش شناسی پژوهش: این پژوهش از نوع مطالعات توصیفی - همبستگی بر پایه مدل معادلات ساختاری است. از آن جا که پایه دهم از نظر نظام آموزشی و خانواده ها دارای حساسیت خاصی بوده و مشاهدات حاکی از افت بیشتر تحصیلی در این پایه است، جامعه آماری پژوهش شامل کلیه دانش آموزان پایه دهم شهرستان سیرجان می باشد که از میان آن ها 112 دانش آموز به عنوان نمونه نهایی به صورت نمونه گیری در دسترس انتخاب شدند. ابزارهای جمع آوری اطلاعات شامل شاخص پیشرفت ریاضی و پرسش نامه راهبردهای انگیزشی برای یادگیری بود
یافته ها: تجزیه و تحلیل داده ها با استفاده از نرم افزار آماری AMOS انجام شد. نتایج نشان داد که مدل معادلات ساختاری برازش مطلوبی با داده ها داشته است، به طوریکه یادگیری مشارکتی رابطه مثبت و معنی داری از طریق خود کارآمدی ریاضی، درگیری انگیزشی و درگیری رفتاری با پیشرفت ریاضی دانش آموزان دارد ولی رابطه معنی داری بین یاگیری مشارکتی و پیشرفت ریاضی از طریق درگیری شناختی یافت نشد. همچنین تحلیل ضرایب همبستگی بین متغیر ها نشان داد که یادگیری مشارکتی تأثیری قوی و مستقیم بر پیشرفت ریاضی و درگیری انگیزشی ، تأثیری خوب و مستقیم بر خودکارآمدی ریاضی و تأثیری نسبتاً خوب و مستقیم بر درگیری رفتاری و درگیری شناختی داشته است.
بحث و نتیجه گیری: با توجه به نتایج لازم است که دبیران ریاضی با استفاده از ایجاد محیط های یادگیری مشارکتی در کلاس و کار گروهی شـرایط را بـراي افـزایش خودکارآمـدي دانش آموزان فراهم سازند و همچنین دانش آموزان را از لحاظ رفتار ی و انگیزشی درگیر فعالیت ها و حل مسائل ریاضی کرده و قدرت تفکر، استدلال و باورهای آن ها را تقویت کنند.
Introduction: This research was conducted with the aim of determining the structural model of mathematical progress based on cooperative learning with the mediating role of mathematical self-efficacy and academic engagement of 10th grade students in mathematics.
research methodology: This research is a descriptive-correlational study based on the structural equation model. The statistical population of the research includes all the 10th grade students of Sirjan city, out of which 112 students were selected as the final sample through available sampling. Data collection tools included math progress index and motivational strategies questionnaire for learning.
Findings: Data analysis was done using AMOS statistical software. The results showed that the structural equation model had a good fit with the data, so that cooperative learning has a positive and significant relationship through mathematical self-efficacy, motivational engagement and behavioral engagement with students' mathematical progress, However, no significant relationship was found between cooperative learning and mathematical progress through cognitive engagement. Also, the analysis of correlation coefficients between variables showed that cooperative learning had a strong and direct effect on math progress and motivational involvement, a good and direct effect on math self-efficacy, and a relatively good and direct effect on behavioral and cognitive involvement.
Conclusion: According to the results, it is necessary that mathematics teachers provide the conditions for increasing students' self-efficacy by creating cooperative learning environments in the classroom and group work, and also engage students in terms of behavior and motivation and solve mathematical problems and strengthen their thinking, reasoning and beliefs.
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