بررسی سهم متغیرهای سطح دانش آموز ومعلم بر عملکردخواندن دانش‌آموزان پایه چهارم براساس داده های پرلز2006
محورهای موضوعی : آموزش و پرورش
1 - استاد گروه روان‌شناسی دانشگاه پیام نور، تهران، ایران
2 - دانشجو دکترا رشته برنامه ریزی آموزش از دور
کلید واژه: نگرش, خودپنداره, گروه بندی, مقدار تکلیف, پرلز2006 و مدل‌های خطی سلسله مراتبی,
چکیده مقاله :
هدف این مطالعه بررسی روابط بین عملکرد خواندن و برخی متغیرهای سطح دانش آموز و معلم و بررسی درصد واریانس هر یک از سطوح در تبیین واریانس عملکرد خواندن است. بدین منظور، داده های پایه چهارم مطالعه پرلز 2006 ایران مورد استفاده قرار گرفت. تحلیل ما بر نمونه ایرانی شامل 5411 دانش آموز از 236 مدرسه تأکید دارد. متغیرهای بکار رفته در این تحلیل از دو سطح انتخاب شده اند: سطح دانش آموز (خودپنداره، نگرش) و سطح معلم (گروه بندی، مقدار تکلیف). از مدل خطی سلسله مراتبی دوخطی(HLM) برای کشف روابط بین عملکرد خواندن و پیش بینی کننده های تحلیل استفاده شد. نتایج نشان دادند که در سطح دانش آموز متغیرهای خودپنداره و نگرش رابطه ای معنادار با عملکرد خواندن دارند و در سطح معلم نیز رابطه گروه بندی با عملکرد خواندن معنادار بود، ولی مقدار تکلیف رابطه معناداری با عملکرد خواندن نداشت.
The goal of this study wasto investigate the relationships between reading achievement and student and teacher level variables,and the examination of the percentage of each level in explaining total student reading achievement variance. In order to conduct this study, PIRLS data (2006) collected fromnational fourth-grade was used. Our analysis focused on the Iranian sample that included 5411 students from 236 schools. The variables used in this analysis are in two levels: the student level (attitude and self-concept) and the teacher level (grouping and homework). Two-level hierarchical linear modeling (HLM) was used to explore the relationship between student reading achievement and the hypothesized predictors in this analysis. The results indicated that in student level, the relationship between self-efficacy and attitudes was significant and also, in teacher level, the relationship between reading achievements in grouping was significant;however, there is not any significant relationship between reading achievement and homework.
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