تأثیر آموزش ماشین حساب گرافیکی تلفن همراه بر خود کارآمدی ریاضی
محورهای موضوعی : فن‎آوری اطلاعاتزینب چلیات 1 , قاسم رکابدار 2 , بهاره سلیمانی 3
1 - دانشجوی کارشناسی ارشد آموزش ریاضی، دانشگاه آزاد اسلامی، واحد آبادان، آبادان، ایران
2 - استادیار گروه آموزش ریاضی، دانشگاه آزاد اسلامی، واحد آبادان، آبادان، ایران
3 - مربی گروه آموزش ریاضی، دانشگاه آزاد اسلامی، واحد آبادان، آبادان، ایران
کلید واژه: آموزش ریاضی, خود کارآمدی ریاضی, ماشین حساب گرافیکی متلب, آنالیز کوواریانس,
چکیده مقاله :
هدف پژوهش حاضر، بررسی تأثیر آموزش استفاده از ماشین‌حساب گرافیکی تلفن همراه برخودکارآمدی ریاضی دانش آموزان رشته علوم انسانی است. پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون -پس‌آزمون و گروه کنترل است. جامعه آماری دانش آموزان دختر پایه دهم رشته علوم انسانی شهرستان خرمشهر در سال تحصیلی 1401-1400 می‌باشد. با استفاده از روش نمونه گیری در دسترس تعداد ۴۶ دانش‌آموز به عنوان نمونه انتخاب شده و به طور تصادفی در دو کلاس23 نفره به عنوان گروه کنترل و آزمایش تقسیم شدند. گروه آزمایش به مدت 7جلسه آموزش استفاده از ماشین حساب گرافیکی متلب را دریافت کرده و در مقابل گروه کنترل آموزشی داده نشد. جهت گردآوری داده ها از پرسشنامه خودکارآمدی ریاضی رودریگز (2003) استفاده شده است. پایایی پرسشنامه با روش آلفای کرونباخ بیش از 90/0 به دست آمد. داده‌ها با استفاده از نرم افزار SPSS24 و روش آنالیز کوواریانس تحلیل شده است. به دلیل معنادار شدن اثر تعامل گروه و پیش آزمون از رگرسیون هایس برای رفع این مشکل استفاده شده است. نتایج نشان داد بین گروه آزمایش و کنترل در خودکار آمدی ریاضی تفاوت معناداری وجود دارد. اندازه اثر۳۲/۰=۲ ɳ می باشد.
The purpose of this research is to investigate the effect of teaching the use of mobile phone graphic calculator on the mathematical efficiency of humanities students.The research is an experimental type with a pre-test-post-test design and a control group. The statistical population is 10th grade female students in the field of humanities in Khorramshahr city in the academic year of 1400-1401. Using the available sampling method, 46 students were selected as a sample and two classes of 23 students were randomly divided into control and experimental groups. The experimental group received 7 sessions of MATLAB graphic calculator training In contrast, no training was given to the control group. In order to collect data, Rodrigues 2003 math self-efficacy questionnaire was used for pre- and post-test of two control and experimental groups. The reliability of the questionnaire using Cronbach's alpha method was more than 0.90.The data was analyzed using SPSS24 software and covariance analysis method. Due to the significance of the interaction between the group and the pre-test, Hayes regression was used to solve this problem. The results showed that there is a significant difference between the experimental and control groups in mathematical automaticity. The effect size is ɳ2=0.32.
AlLily, A. E. A. (2013). Social change and educational technologies: By invitation or invasion. Journal of Organization Transformation & Social Change, 10(1) , 42-63
Chen, S., Jiang, H., Guan, J. (2022). Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic. Sustainability 2022, 14, 9032. https://doi.org/10.3390/su14159032rts 834
Goos, M., Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20 (3), 102-130.
Hayes, F., A .(2018). Introduction to Mediation, Moderation,and Conditional Process Analysis. New York: THE GUILFORD PRESS.
Hackett, G. & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/ mathematics performance calibration. Journal for Research in Mathematics Education, 20, 261-273.
Laumakis, P., & Herman, M. (2008). The effect of a calculator training workshop for high school teachers on their students' performance on Florida state-wide assessments. International Journal for Technology in Mathematics Education, 15(3), 87-93.
Madadpoor, P., Mohammadifar, M.A., Rezaei, A.M. (2016). The Relationship Between Epistemological Beliefs, Motivational Beliefs and Mathematics Self-Efficacy with Mathematics Progress. Journal of School Psychology, 5(1), 81 – 100. (in Persian)
Movahedi, M., Esmaeilifar, M. S., & Gholamipour, N. (2015). The effect of blended learning-based social networks on second year high school students’ self-efficacy in Math. Technology of Istruction and Learning. 1(3).,7-22. (in Persian)
Myers, D. G. (2014). Exploring psychology (9th ed.). New York, NY: Worth Publishers
Nadel, B. (2012). Must have math apps. Instructor, 121(5), 30
Negara, H.R.P., Nurlaelah, E., Wahyudin., Herman, T., Tamur , M. (2021). Mathematics self efficacy and mathematics performance in online learning. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1882/1/012050
Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Information and Communication Technology in Educational Sciences, 10(39), 125-144. (in Persian)
Rodriguez, A., G. (2003). COMPARING MATH SELF-EFFICACY IN MIDDLE SCHOOL GIRLS. Graduate Theses Dissertations, Problem Reports 834. https://researchrepository.wvu.edu/etd/834.
Sharifi Saki, S., fallah., M.H., Zare, H. (2014). Role of Mathematics self-efficacy, mathematics self-concept and perceived classroom environment in students’ Mathematics achievement with controlling the gender role document type: research. Reserch in school learning, 1(4), 18-28. (in Persian)
Shehni Yeilagh, M., Rajabi, G., Shokrkon, H., Haghighi, J. (2003). The Comparison of Mathematics Self-Efficacy belifs of Male and Female Sophomore High School Students of MathPhysics, Experimental Science and Human Science Fields of Study, And Its Relationship with Gender, Academic Fields of Study, Prior Math achievemen. Journal of Education and Psychology. 10 ( 1-2), 101 - 124. (in Persian)
Sun, Y., & Pyzdrowski, L. (2009). Using technology as a tool to reduce mathematics anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.
Tatar, E., Zengin, Y., & Kagizmanh, T. B. (2015). What is the relationship between technology and mathematics teaching?. Educational Technology & Society, 18(1), 67-76. (in Persian)
Teimoury, H., & Salimi, S. (2020). The Relationship Teachers Attitude toward the Use of Educational Technologies in Teaching Process with Motivation and Academic Achievement. Information and Communication Technology in Educational Sciences, 11(1), 61-79. (in Persian)
Thomas, M.O. J., Hong, Y. Y., Bosley, J., & delos Santos. A. (2007). Calculators in the Mathematics Classroom: A Longitudinal Study. The 12th Asian Technology Conference in Mathematics, Taiwan, 37-47.
Wahl, D. (2015). A dozen great apps for children learning math. The Objective Standard, 10(4),75.
Yarmohammadi, M., Maghami H.R. (2010). Study of Factors Affective in Academic Drop Out Of Mathematic High School Student. Journal of Educational Sciences, 17(1),27 - 44. (in Persian)
Zamani, B. E., Saidy, M., & Saidy, A. (2012). Effectiveness and Stable Impact of Using Multimedia On Students' Self Efficacy and Motivation in Mathematics Course. Information and Communication Technology in Educational Sciences, 2(4), 67 -87. (in Persian)
AlLily, A. E. A. (2013). Social change and educational technologies: By invitation or invasion. Journal of Organization Transformation & Social Change, 10(1) , 42-63
Chen, S., Jiang, H., Guan, J. (2022). Exploring the Influence of Problematic Mobile Phone Use on Mathematics Anxiety and Mathematics Self-Efficacy: An Empirical Study during the COVID-19 Pandemic. Sustainability 2022, 14, 9032. https://doi.org/10.3390/su14159032rts 834
Goos, M., Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20 (3), 102-130.
Hayes, F., A .(2018). Introduction to Mediation, Moderation,and Conditional Process Analysis. New York: THE GUILFORD PRESS.
Hackett, G. & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/ mathematics performance calibration. Journal for Research in Mathematics Education, 20, 261-273.
Laumakis, P., & Herman, M. (2008). The effect of a calculator training workshop for high school teachers on their students' performance on Florida state-wide assessments. International Journal for Technology in Mathematics Education, 15(3), 87-93.
Madadpoor, P., Mohammadifar, M.A., Rezaei, A.M. (2016). The Relationship Between Epistemological Beliefs, Motivational Beliefs and Mathematics Self-Efficacy with Mathematics Progress. Journal of School Psychology, 5(1), 81 – 100. (in Persian)
Movahedi, M., Esmaeilifar, M. S., & Gholamipour, N. (2015). The effect of blended learning-based social networks on second year high school students’ self-efficacy in Math. Technology of Istruction and Learning. 1(3).,7-22. (in Persian)
Myers, D. G. (2014). Exploring psychology (9th ed.). New York, NY: Worth Publishers
Nadel, B. (2012). Must have math apps. Instructor, 121(5), 30
Negara, H.R.P., Nurlaelah, E., Wahyudin., Herman, T., Tamur , M. (2021). Mathematics self efficacy and mathematics performance in online learning. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1882/1/012050
Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Information and Communication Technology in Educational Sciences, 10(39), 125-144. (in Persian)
Rodriguez, A., G. (2003). COMPARING MATH SELF-EFFICACY IN MIDDLE SCHOOL GIRLS. Graduate Theses Dissertations, Problem Reports 834. https://researchrepository.wvu.edu/etd/834.
Sharifi Saki, S., fallah., M.H., Zare, H. (2014). Role of Mathematics self-efficacy, mathematics self-concept and perceived classroom environment in students’ Mathematics achievement with controlling the gender role document type: research. Reserch in school learning, 1(4), 18-28. (in Persian)
Shehni Yeilagh, M., Rajabi, G., Shokrkon, H., Haghighi, J. (2003). The Comparison of Mathematics Self-Efficacy belifs of Male and Female Sophomore High School Students of MathPhysics, Experimental Science and Human Science Fields of Study, And Its Relationship with Gender, Academic Fields of Study, Prior Math achievemen. Journal of Education and Psychology. 10 ( 1-2), 101 - 124. (in Persian)
Sun, Y., & Pyzdrowski, L. (2009). Using technology as a tool to reduce mathematics anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.
Tatar, E., Zengin, Y., & Kagizmanh, T. B. (2015). What is the relationship between technology and mathematics teaching?. Educational Technology & Society, 18(1), 67-76. (in Persian)
Teimoury, H., & Salimi, S. (2020). The Relationship Teachers Attitude toward the Use of Educational Technologies in Teaching Process with Motivation and Academic Achievement. Information and Communication Technology in Educational Sciences, 11(1), 61-79. (in Persian)
Thomas, M.O. J., Hong, Y. Y., Bosley, J., & delos Santos. A. (2007). Calculators in the Mathematics Classroom: A Longitudinal Study. The 12th Asian Technology Conference in Mathematics, Taiwan, 37-47.
Wahl, D. (2015). A dozen great apps for children learning math. The Objective Standard, 10(4),75.
Yarmohammadi, M., Maghami H.R. (2010). Study of Factors Affective in Academic Drop Out Of Mathematic High School Student. Journal of Educational Sciences, 17(1),27 - 44. (in Persian)
Zamani, B. E., Saidy, M., & Saidy, A. (2012). Effectiveness and Stable Impact of Using Multimedia On Students' Self Efficacy and Motivation in Mathematics Course. Information and Communication Technology in Educational Sciences, 2(4), 67 -87. (in Persian)
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