بررسی سهم متغیرهای سطح دانش آموز ومعلم بر عملکردخواندن دانش‌آموزان پایه چهارم براساس داده های پرلز2006
الموضوعات :
حسین زارع
1
(استاد گروه روان‌شناسی دانشگاه پیام نور، تهران، ایران)
سیمین نقش
2
(دانشجو دکترا رشته برنامه ریزی آموزش از دور)
الکلمات المفتاحية: نگرش, خودپنداره, گروه بندی, مقدار تکلیف, پرلز2006 و مدل‌های خطی سلسله مراتبی,
ملخص المقالة :
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.
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