تأثیر روش تدریس کلاس واژگون بر پیشرفت تحصیلی و نگرش دانش‌آموزان در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حسین قناعت
1
(
دانش‌آموخته کارشناسی ارشد روان‌شناسی تربیتی، گروه علوم تربیتی، دانشگاه دولتی قم، قم، ایران.
)
عباس حبیب زاده
2
(
دانشیار و عضو هیئت‌علمی روان‌شناسی تربیتی، دانشکده ادبیات و علوم انسانی، گروه علوم تربیتی، دانشگاه دولتی قم، قم، ایران.
)
کلید واژه: نگرش نسبت به ریاضیات, پیشرفت تحصیلی, کلاس واژگون,
چکیده مقاله :
پژوهش حاضر با هدف تعیین تأثیر روش تدریس کلاس واژگون بر پیشرفت تحصیلی و نگرش دانش‌آموزان در درس ریاضی در ناحیه 3 شهر اصفهان انجام گرفت. پژوهش از نظر هدف کاربردی و از لحاظ روش از نوع پیش‌آزمون - پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانش‌آموزان پسر پایه هفتم دوره متوسطه اول ناحیه 3 شهر اصفهان در سال تحصیلی 98-1397 تشکیل می‌داد. نمونه‌گیری در پژوهش حاضر، به‌صورت نمونه‌گیری در دسترس بود گروه آزمایش در یک دوره آموزشی 10 جلسه‌ای به روش کلاس واژگون شرکت کردند ولی گروه کنترل در طی این 10 جلسه به روش معمول سنتی آموزش دیدند. برای سنجش پیشرفت تحصیلی دانش‌آموزان، از معدل نمراتی که دانش‌آموزان، از آزمون پیشرفت تحصیلی در درس ریاضی، ساخته شده توسط پژوهشگر که پیش و پس از مداخله اجرا شد، کسب کردند و برای سنجش نگرش به درس ریاضیات، از پرسشنامه نگرش سنج ریاضیات آیکن (1979) استفاده شد. به‌منظور تجزیه‌وتحلیل داده‌های این پژوهش پس از کسب اطمینان از عدم تخطی از مفروضه‌های لازم از روش تحلیل کوواریانس استفاده شد. نتایج این پژوهش نشان داد که تدریس به روش کلاس واژگون بر پیشرفت تحصیلی دانش‌آموزان مؤثرتر از روش سنتی بوده است، اما تفاوت نگرش دانش‌آموزان به درس ریاضی در دو گروه به لحاظ آماری معنادار نبوده است؛ بنابراین برنامه‌ریزی برای اجرای روش کلاس واژگون در دبیرستان‌ها می‌تواند در بهبود پیشرفت تحصیلی در درس ریاضیات مؤثر باشد.
The purpose of this study was to determine the impact of flipped classroom on Students' mathematical academic achievement and attitude towards mathematics. This study was conducted in the 3rd district of Isfahan. The research was an "applied research" in terms of purpose and "quasi-experimental" in terms of method. The statistical population of this study consisted of all male seventh grade high school students in Isfahan 3rd district. The sampling method was "sample available". The test group participated in a 10-session flipped classroom method but the control group received an unchanged training during these 10 sessions. In order to measure students' academic achievements, the students' scores were calculated by a formula based on both teacher-made tests of academic achievement in a mathematics lessons prepared by the researcher before and after the intervention and Mathematics Attitude Questionnaire by Aiken (1979). Covariance analysis method was used to analyze the data of this study after obtaining assurance that the necessary assumptions were not violated. The results of this study showed that flipped classroom teaching was more effective on students 'academic achievements than the traditional method, but the change in students' attitude toward math was not statistically significant. Therefore, it was concluded that planning to implement a flipped classroom in high schools can be effective in improving academic achievement in mathematics.
Abiodun, O. (2011). Causal attributions and affective reactions to Academic Failure among undergraduates in the Nigerian Premier University Education. European Journal of Scientific Research, 52, 406-412
Abolhasani, Z., Safaei Movahhed, S. (2019). providing a proposed framework for the work and technology curriculum of the middel school With emphasis on flipped classroom pattern. Research in Curriculum Planning, 16(61), 1-13. doi: 10.30486/jsre.2019.665140
Aiken Jr, L. R. (1970). Attitudes toward mathematics. Review of educational research, 40(4), 551-596.
Aiken Jr, L. R., & Dreger, R. M. (1961). The effect of attitudes on performance in mathematics. Journal of Educational psychology, 52(1), 19.
Aiken,L. R. R &,G,Groth-Marnat, (2005). Psychological Testing and Assessment,12 the edition, Allyn & Bacon,Inc.
Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6).
Badeleh, A., Mahmoodzadeh, H., Kabirizadeh, R. (2019). Comparison of Learning and Reminder Levels of Multivariate Learning Classroom Technology and Inverted Classes and Elementary Classes. Research in Curriculum Planning, 16(63), 139-151. doi: 10.30486/jsre.2019.554601.1014
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Chua, J. S. M., & Lateef, F. A. (2014). The flipped classroom: Viewpoints in Asian universities. Education in Medicine Journal, 6(4), 20-26.
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia-Social and Behavioral Sciences, 206, 205-209.
Falsafi, F, Shahrtash, F, Rahbar, J, Hajian, S. (2008). Theoretical foundations and skills of science education. Tehran: Ketabhaye Darsie Iran Publication.
Fardaei Benam K, & Farzad, V. (2012). Structural validity of Aiken's science attitude scale, Journal of Applied Psychology, 6(3), 69. magiran.com/p1069957
Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1),.49-39
Fraga, L. M., & Harmon, J. (2014). The flipped classroom model of learning in higher education: An investigation of preservice teachers’ perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18-27.
Gashmardi, M. & Sadeghpour, R. (2018). La pédagogie inversée en FLE: impact sur l’apprentissage des enfants. Plume, Revue semestrielle de l'Association Iranienne de Langue et Littérature Françaises, 14(27), 71-88.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education & Behavior, 47(1), 109-114.
Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), ar5.
Kaviani, E, Mostafaei, M, Khakrah, F. (2016). The Study of the Effect of Flipped Classroom Approach on Academic Achievement, Academic Self-regulation, Group interaction and Educational Motivation of Student. Technical and Vocational Education, 5(5), 52-69.
Kheirābādi, R. (2017). The impact of flipped classroom model on teaching English grammar at 10th grade of high school. Educational Innovations, 16(4), 141-162..
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
Li, X., & Huang, Z. J. (2017). An inverted classroom approach to educate MATLAB in chemical process control. Education for Chemical Engineers, 19, 1-12.
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress.
Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation, Colorado State University).
Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement (Doctoral dissertation, Colorado State University).
Rahimi, Z, Talaee, E, Reyhani, E, Fardanesh, H. (2016). A study on the efficiency of education with an emphasis on multiple solutions on the students' attitude towards math. Education Strategies in Medical, 9(3), 224-233.
See, S., & Conry, J. (2014). Flip My Class! A faculty development demonstration of a flipped-class. Currents in Pharmacy Teaching and Learning, 6(4), 585-588
Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555.
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378.
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126.
Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126.
Tobias, S. (1993). Overcoming math anxiety. WW Norton & Company.
Vahidi, Z., Poushaneh, K. (2018). Effectiveness of flipped Classroom on Meta-cognitive Skills and Educational Motivation in Conservatory Students. Information and Communication Technology in Educational Sciences, 8(8(31)), 141-168.
Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.
Zaki, M. (2012). Student's Attitude Toward Mathematics And Relationship to Exam Anxiety(Case:male and female high school students of governmental high schools of the city of Isfahan), Quarterly Journal of Psychological Studies, 7(3), 153.
_||_