The Comparative Study of Using Learning Theories in Instruction Process and its relationship with Mathematical Application Score's in Islamic Countries

Subject Areas : Research in Curriculum Planning

mehdi namdari ¹ , heidar karimyan ² , هیمن رحیمی ³

1 - 1دانشجوی دکتری مدیریت آموزشی، دانشگاه تهران، تهران، ایران
2 - 2دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارزمی تهران، تهران، ایران
3 - 3دانش آموخته کارشناسی ارشد مدیریت آموزشی

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2015-05-22

Keywords: Learning Theories, TIMSS 2007, Islamic Countries, gross national product (GNP), Math Usage,

Abstract :

Entitled as " a proper thinking method", mathematics is one of the basic courses in the world education systems .comprehensively evaluating this course as well as identifying it's relation with learning theories indexes would pave the way for better instruction and learning. Regarding TIMSS (2007), this study assessed the use of learning theories indexes in instruction process and its role in math application in Islamic nations that were equal in Gross National Product (GNP). This research considering the effectiveness of learning theories on math application was of correlation type. Amongst the Islamic countries, Bosnia, Algeria, Tunisia, Iran, and Jordan were selected. All eight grade students during the academic year of 2007 in these Islamic countries were considered as the statistical population. The statistical sample, then, was selected thorough three stage stratified cluster sampling. Data were collected by means of a questionnaire with 17 items about learning strategies (by reliability of 0/83) and a math application test with 88 questions. Then, the validity of instruments was approved by the psychometric and educational psychology experts. Required data derived from TIMSS and PIRLS website. Taking the constructivism theory into consideration, Jordanian students with the mean score of3.17 were the first and Iranian students with the mean score of 2.77 were the last. In information processing theory, Jordanian students with the mean score of 2.99 ranked first and Bosnian students with the mean score of 2.51 ranked last. Considering social-cognitive theory indices, Jordanian students with mean score of 3.16 were the first whereas, Tunisian students with the mean score of 2.69 were the last. In achieving the applied goals of math, Bosnian students with the mean score of 441.47 gained the first place however, these were the Algerian students who were the last, with the mean score of 412. Multiple regression analysis results showed that learning theories variables significantly explained the math usage variance. Also in all countries except Algeria, social-cognitive theory was a significant factor in math usage.

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