رابطة بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان با نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی

پژوهش در برنامه ریزی درسی

مقاله 9، دوره 16، شماره 62، مهر 1398، صفحه 132-146   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.554211.1003

نویسندگان

علی نصرانی¹؛ بهرنگ اسماعیلی شاد^{* 2}؛ محبوبه سلیمان پور عمران²

¹دانش‌آموخته گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.

²استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.

چکیده

هدف پژوهش بررسی رابطه بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش ریاضی بود. پژوهش از لحاظ روش‌شناسی، توصیفی از نوع همبستگی است. جامعة آماری شامل دانش‌آموزان پسر متوسطه اول شهر آشخانه به تعداد 200 نفر است. نمونه بر اساس فرمول کوکران 132 نفر به دست آمد. روش نمونه‌گیری تصادفی طبقه‌ای بود. در پژوهش از پرسشنامه باورهای معرفت‌شناختی شومر (1990)، وضعیت اجتماعی - اقتصادی قدرت‌نما (1392)، فرهنگ مدرسه الساندرو و ساد (1997)، فرایند آموزش تاملینسون (2001) و نگرش به درس ریاضی پهلوان (1384) استفاده گردید. پرسشنامه‌ها دارای روایی صوری و محتوایی بوده و ضریب پایایی پرسشنامه‌ها به ترتیب 704/0؛ 774/0؛ 739/0؛ 701/0 و 778/0 است. داده‌ها با نرم‌افزار SPSS₂₂ تحلیل شد. طبق نتایج، بین وضعیت اجتماعی- اقتصادی و باورها و ارزش‌های دانش‌آموزان بر نگرش به درس ریاضی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه رابطه معناداری وجود دارد و بین وضعیت اجتماعی- اقتصادی، باورها و ارزش‌های دانش‌آموزان، فرهنگ مدرسه، فرایند آموزش با نگرش به درس ریاضی رابطه معناداری وجود دارد و همچنین بین وضعیت اجتماعی- اقتصادی با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد و بین باورها و ارزش‌های دانش‌آموزان با تأکید بر نقش واسطه‌ای فرهنگ مدرسه و فرایند آموزش و نگرش به درس ریاضی در دانش‌آموزان رابطه معناداری وجود دارد.

کلیدواژه‌ها

وضعیت اجتماعی- اقتصادی؛ باورها و ارزش‌ها؛ نگرش به درس ریاضی؛ فرهنگ مدرسه؛ فرایند آموزش

مراجع

Ahmadi Dehghotboddini M. (2010). The Relationship among Family Socioeconomic status, Learning Strategies and Mathematic Problem Solving Ability among Students, Journal of research in curriculum planning, Vol 1, Issue 25:pp 101-130 [Persian]

Amini Roqhaieh, Kiamanesh Alireza, Ghorbani Roqhaieh. (2014). Relationship between the socio-economic status of family, reading activities at home, self-concept and attitude of students toward reading with reading literacy performance of the students (based on PIRLS studies, 2006), Journal of research in curriculum planning,Vol 2, Issue 14 - Serial Number 41: pp 88-103 [Persian]

Arefi M, Jahanbakhsh J, Safaei S. (2010). A Study of Elements and Dimensions of School Culture with Achievement Motivation: A Case of Middle Schools in Mobarake (Esfahan Province). Journal of research in curriculum planning, Vol 1, Issue 27: pp 101-116 [Persian]

Azimie Rasta A, Karami S. (2011). The effect of socioeconomic status of family on students' academic failure (Case study of Tehran district 8), First National Education Conference in Iran 1404, Tehran [Persian]

Aziz Malaieri K, Shamloo M. (2014). Determining the role of academic attitude in academic achievement of third and fourth grade students, First National Conference on Educational Sciences and Psychology, Marvdasht [Persian]

Baloglu, M., & Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325-1335

Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6(2), 21-35.

Bramlett, D. C & S, Herron, (2009). Study of African-American College Students’ Attitudes toward Mathematics, Journal of Mathematical Sciences and Mthematices Education, 4 (3):43-51

Bouhlila, Donia Smaali. (2014), the impact of socioeconomic status on students’ achievement in the Middle East and North Africa: An essay using the TIMSS 2007; Education for a Knowledge Society in Arabian Gulf Countries, Emerald Group Publishing Limited

Brecko, B.N. (2003). How Family background Influences Student Achievement. Proceedings of the IRC-2004 TIMSS. Vol.191.

Egalite Anna. J. (2016). How Family Background Influences Student Achievement, Journal of education next, Vol 16, No 2

Faroq M.S, Chaudhry A.H, Shafiq M, Berhanu G. (2011) Factors affecting students’ qualify of academic performance: A case of secondary school level, Journal of Quality and Technology Management, Vol 7, Issue2: pp 1-14

Glisson, C. Dukes, D. & Green, P. (2006). “The Effects of the ARC Organizational Intervention on Caseworker Turnover, Climate and Culture in Childrens Service Systems”. Child Abuse and Neglect. 30(8). P.p 855 – 880

Hakkarainen, A., Holopainen, L., & Savolainen, H. (2013). Mathematical and reading difficulties as predictors of school achievement and transition to secondary education. Scandinavian journal of educational research, 57(5), 488-506.

Hashemi Nosrat Abad T, Vahedi Shahram, Amani Saribagloo Javad. (2014). School Culture, Basic Psychological Needs and Students' Academic Performance: Testing a Causal Model, Journal of research in school and virtual learning, Vol 2, Issue 6: pp71-80 [Persian]

Hernandez, Thomas J.; Seem, Susan R. (2004). A Safe School Climate: A Systemic Approach and the School Counselor. Professional School Counseling, 7(4): 256-262

Hind, Hammouri. (2004). Attitudinal and motivational Variables related to mathematics achievements in Jordan, Educational Research, Vol 46, n3: pp 241-257

Fardaei K, Kiamanesh A R, Farzad V. (2012). The relationship between attitude, verbal information and intellectual skills with achievement in science class, Journal of contemporary psychology, Vol 6, Issue 2: 71-84 [Persian]

Jabbarzade M (2013) the Impact of Mathematics on Human Quality of Life [Available online:

 

http://mehran377.blogfa.com], 2013 January 11 [Persian]

Koutsoulis, M. k. & Campbell, J. R. (2001). Family processes Affect Students’ Motivation and Science and Math Achievement in Cypriot High Schools. Structural Equation Modeling, 8 (1): 108-127

Kaliski, P.K., Finney, S.J. & Horst, S.J. (2006). Does Socioeconomic Status Influence Achievement Goal Adoption? An Investigation of Group Difference Using Structured Means Modeling, URL:http://www.jmu.edu/assessment/research/students/Kaliski,%20Finney

%20&%20Horst_SES%20and%20achievement%20goal.pdf (2008/1/18)

Lotfabadi H. (2007). Educational psychology, Tehran: Samt [Persian]

Loukas, A. & Robinson, Sh. (2004). Examining the Moderating Role of Perceived School Climate in Early Adolescent Adjustment. Journal of Research on Adolescence, 14(2): pp209-233

Noe, J. (2012).”The Relationship between Principles Emotional Intelligence Quotient, School Culure and Student Achievement” Liberty University, Lynchburg, VA. 573, Pp: 356-894

Pahlevan Sadegh A, Kajbaf M.B. (2012). Mediating role of the process of mathematical education and school culture in relation to the socio-economic status of the family and beliefs and values about mathematical learning with mathematical attitude, Journal of educational innovation, Vol 10, No 40: pp149-168 [Persian]

Papanastasiou, C. & Papanastasiou, E.C. (2004). Major Influences on Attitudes toward Science. Educational Research and Evaluation, Vol. 10, No.3: pp 239-257

Papanastasiou, C. (2002). School, Teaching and Family Influence on Student Attitudes toward Science: Based on TIMSS Data for Cyorus. Studies in Educational Evaluation, vol28, No1: p71-86.

Patrik J K, Savaford J. (2005). Help children learn math, Translated by Mehdi Behzad & Zahra Gouya, Tehran: Fatemi Pub [Persian]

Patrick H, Mantzicopoulos P, Samarapungavan Ala, French B.F, (2008). Patterns of Young Children’s Motivation for Science and Teacher - Child Relationships. The Journal of Experimental Education, 76(2): 121-144

Piri Mousa, Shahdoosti Leyla, Vahedi Shahram. (2017). Structural Modeling for Mathematic Achievement of Third Grade Students Based on Academic, Background, and Familial Factors in TIMSS Study 2007, New researches in psychology, Vol 11, No 44: pp 49-74 [Persian]

Reys Robert E, Suydam Marilyn, Lindquist M. (2003).Helping Children Learn Mathematics, Translated by Masood Norouzian, Tehran: School pub.

Reber. A. S & E. S. Reber. (2001). The Penguin Dictionary of Psychology, (3 rd ed) London: Penguin

Reyna, V. F., & Brainerd, C. J. (2007). The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. Learning and Individual Differences, 17(2), 147-159

Rooini Sani F, Talepasand S, Jamshidi L. Moderating Role of School Size on School Cultural Relation with Students’ Educational Achievement. TLR. 2016; 2 (7):88-79

Rubin, R. (2004). Building a Comprehensive Disipline System and Strengthening School Climate. Reclaiming Children and Youth, 13(3): 162 - 169.

Schenkel, B, (2009). The Impact of an Attitude toward Mathematics on Mathematics Performance, A Thesis Presented in Partial Fulfillment of the Requirements for theDegree Master of Arts in Education at Marietta College.

Shadman A (2010) mathematics explosion, Tehran: Fatemi pub [Persian]

Singh, K., Granville, & Ditka, S. (2004). Mathematics and science achievement: effects of motivation, interest, and academic engagement, Journal of Educational Research, 95(6), 323-332

Thomson Sue. (2018). Achievement at school and socioeconomic background-an educational perspective, npj science of learning (/www.nature.com)

White, A. L, J. Way, B. Perry & B. Southwell, (2006). Mathematical Attitudes, Beliefs and Achievement in Primary Pre-service Mathematics Teacher Education, Mathematics Teacher Education and Development, Vol 7: pp 33–52

Yousefi F, Tajrobe Kar M. (2016). Attitude and its impact on students' learning and academic achievement, Third Scientific Conference on Educational Sciences and Psychology of Social and Cultural Dangers in Iran, Qom [Persian]

Zaki M A. (2011) Students’ Attitude toward Mathematics and Relationship to Exam Anxiety (Case: male and female high school students of governmental high schools of the city of Isfahan), Vol 7, Issue 3: 153-181 [Persian]