اثربخشی آموزش حل مسأله بر کاهش اضطراب ریاضی دانش‌آموزان با سبک شناختی وابسته به زمینه در سال تحصیلی 1392 ـ 1391

پژوهش در برنامه ریزی درسی

مقاله 5، دوره 12، شماره 46، مهر 1394، صفحه 47-54   

نوع مقاله: مقاله پژوهشی

نویسندگان

سعید ویسی کهره¹؛ صدف ایمانی^{* 1}؛ رسول کردنوقابی²؛ مسلم ویسی پور³؛ هادی طهماسیان¹؛ عباس ربیعی مصباح¹

¹1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران

²1دانشیار گروه روان‌شناسی دانشگاه بوعلی سینا همدان، همدان، ایران

³4 کارشناس ارشد روان‌شناسی بالینی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران

چکیده

هدف از این پژوهش شناسایی اثربخشی آموزش حل مسأله برکاهش اضطراب ریاضی دانش‏آموزان پسر با سبک شناختی وابسته به زمینه همدان بود. روش تحقیق در این پژوهش از نوع نیمه آزمایشی بود. در این تحقیق از طرح تحقیق پیش آزمون و پس آزمون با گروه کنترل استفاده شد. در مرحله پیش آزمون 148 نفر آزمون اضطراب ریاضی را تکمیل کردند. سپس دانش‌آموزانی که مضطرب ریاضی شناخته شدند به منظور شناسایی دانش‌آموزان با سبک شناختی وابسته به زمینه، آزمون تصاویر پنهان ویتکین را تکمیل کردند. که تعداد 40 نفر از دانش‏آموزان با سبک شناختی وابسته به زمینه در دو گروه آزمایشی و کنترل جایگزین شدند. گروه آزمایشی به روش حل مسأله آموزش دیدند و گروه گواه هیچ گونه مداخله‌ای را ندیدند. نتایج نشان داد که آموزش مهارت‌های حل مسأله اضطراب ریاضی دانش‌آموزان پسر با سبک شناختی وابسته به زمینه را کاهش می‌دهد. بنابراین به کارگیری روش حل مسأله و مهارت‌های آن می‏توانیم اضطراب ریاضی دانش‏آموزان پسر با سبک شناختی وابسته به زمینه را کاهش دهیم.

کلیدواژه‌ها

حل مسأله؛ اضطراب ریاضی؛ سبک شناختی وابسته به زمینه

مراجع

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