effectiveness of inductive induction loading training in comparison with the most commonly used method for student learning in the first grade secondary math course in Azna

Subject Areas : Educational Science

khalil  ghaffari ¹ (استادیار، گروه علوم تربیتی،واحد الیگودرز، دانشگاه آزاد اسلامی، الیگودرز، ایران.(نویسنده مسئول)[e-mail])
bahman  sharahi ² (student in education)
hossein  davoodi ³ (Assistance profosser in psychology)
masoom  khonsari ⁴ (Department of Educational Sciences,garmsar Branch,Islamic Azad university,garmsar,Iran.)

Received: 2019-01-10 Accepted : 2020-05-19 Published : 2020-08-22

Keywords: Learning, math lesson, Keywords: deductive approach, deductive approach,

Abstract :

AbstractThe objective of the study was to investigate the effectiveness of inductive induction loading training in comparison with the most commonly used method for student learning in the first grade secondary math course in Azna. The statistical population of this study was the total number of 519 students of the 7th grade schoolchildren of the first high schools ,45 of whom were randomly selected by single-stage cluster sampling in three groups of 15 (one class with inductive approach, one Class with a classical and class approach, with a traditional and common approach) was selected as a statistical sample. In order to collect information about the amount of learning in the two experimental and control groups, the teacher's academic achievement test was used. In experimental groups teaching mathematics lessons, in a class with inductive approach, and in another class with a deductive approach, they were trained in a month for 8 sessions of the academic year, and simultaneously, the control group was trained with the usual teaching method. Descriptive statistics and inferential statistics (independent t-test and covariance analysis) were used to analyze the data. The results of the study showed that the first experimental group had a better educational achievement scores with inductive approach than the other two groups and the research hypothesis was confirmed. In addition, the results showed that the inductive approach, in which good examples were first introduced and then the rule expressed , had a greater impact on student learning in mathematical lessons.