مدل ساختاری پیشرفت ریاضی بر اساس یادگیری مشارکتی : بررسی نقش میانجی خودکارآمدی ریاضی و درگیری تحصیلی
الموضوعات :وحید صادقی گوغری 1 , محمد حسن بهزادی 2 , احمد شاهورانی سمنانی 3 , محسن رستمی مال خلیفه 4
1 - دانشجوی دکتری آموزش ریاضی، دانشکده علوم پایه، دانشگاه آزاد اسلامی واحد علوم وتحقیقات ، تهران
2 - داﻧﺸﯿﺎر ﮔﺮوه آمار، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
3 - داﻧﺸﯿﺎر ﮔﺮوه ریاضی کاربردی، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
4 - داﻧﺸﯿﺎر ﮔﺮوه ریاضی کاربردی، واﺣﺪ ﻋﻠﻮم و ﺗﺤﻘﯿﻘﺎت، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
الکلمات المفتاحية: یادگیری مشارکتی, خودکارآمدی ریاضی, درگیری انگیزشی, درگیری رفتاری, درگیری شناختی, پیشرفت ریاضی ,
ملخص المقالة :
مقدمه و هدف: این پژوهش با هدف تعیین مدل ساختاری پیشرفت ریاضی بر اساس یادگیری مشارکتی با نقش میانجی خودکارآمدی ریاضی و درگیری تحصیلی دانش آموزان پایه دهم در درس ریاضی انجام شد.
روش شناسی پژوهش: این پژوهش از نوع مطالعات توصیفی - همبستگی بر پایه مدل معادلات ساختاری است. از آن جا که پایه دهم از نظر نظام آموزشی و خانواده ها دارای حساسیت خاصی بوده و مشاهدات حاکی از افت بیشتر تحصیلی در این پایه است، جامعه آماری پژوهش شامل کلیه دانش آموزان پایه دهم شهرستان سیرجان می باشد که از میان آن ها 112 دانش آموز به عنوان نمونه نهایی به صورت نمونه گیری در دسترس انتخاب شدند. ابزارهای جمع آوری اطلاعات شامل شاخص پیشرفت ریاضی و پرسش نامه راهبردهای انگیزشی برای یادگیری بود
یافته ها: تجزیه و تحلیل داده ها با استفاده از نرم افزار آماری AMOS انجام شد. نتایج نشان داد که مدل معادلات ساختاری برازش مطلوبی با داده ها داشته است، به طوریکه یادگیری مشارکتی رابطه مثبت و معنی داری از طریق خود کارآمدی ریاضی، درگیری انگیزشی و درگیری رفتاری با پیشرفت ریاضی دانش آموزان دارد ولی رابطه معنی داری بین یاگیری مشارکتی و پیشرفت ریاضی از طریق درگیری شناختی یافت نشد. همچنین تحلیل ضرایب همبستگی بین متغیر ها نشان داد که یادگیری مشارکتی تأثیری قوی و مستقیم بر پیشرفت ریاضی و درگیری انگیزشی ، تأثیری خوب و مستقیم بر خودکارآمدی ریاضی و تأثیری نسبتاً خوب و مستقیم بر درگیری رفتاری و درگیری شناختی داشته است.
بحث و نتیجه گیری: با توجه به نتایج لازم است که دبیران ریاضی با استفاده از ایجاد محیط های یادگیری مشارکتی در کلاس و کار گروهی شـرایط را بـراي افـزایش خودکارآمـدي دانش آموزان فراهم سازند و همچنین دانش آموزان را از لحاظ رفتار ی و انگیزشی درگیر فعالیت ها و حل مسائل ریاضی کرده و قدرت تفکر، استدلال و باورهای آن ها را تقویت کنند.
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