The structural model of mathematical progress based on cooperative learning: Investigating the mediating role of math self-efficacy and academic engagement
Subject Areas : Educationvahid sadeghi googheri 1 , Mohammad Hassan Behzadi 2 , Ahmad Shahvarani Semnani 3 , Mohsen Rostamy Malkhalifeh 4
1 - Phd student in Mathematics Education, Department of Mathematics, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Associate Professor, Department of Statistics, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 - Assistance Professor ,Islamic Azad University, Science and Research, Tehran, Iran
4 - Department of Mathematics, science and research Branch, Islamic Azad University, Tehran, Iran
Keywords: cooperative learning, Math self-efficacy, motivational engagement, behavioral engagement, cognitive engagement, mathematical progress,
Abstract :
Introduction: This research was conducted with the aim of determining the structural model of mathematical progress based on cooperative learning with the mediating role of mathematical self-efficacy and academic engagement of 10th grade students in mathematics.
research methodology: This research is a descriptive-correlational study based on the structural equation model. The statistical population of the research includes all the 10th grade students of Sirjan city, out of which 112 students were selected as the final sample through available sampling. Data collection tools included math progress index and motivational strategies questionnaire for learning.
Findings: Data analysis was done using AMOS statistical software. The results showed that the structural equation model had a good fit with the data, so that cooperative learning has a positive and significant relationship through mathematical self-efficacy, motivational engagement and behavioral engagement with students' mathematical progress, However, no significant relationship was found between cooperative learning and mathematical progress through cognitive engagement. Also, the analysis of correlation coefficients between variables showed that cooperative learning had a strong and direct effect on math progress and motivational involvement, a good and direct effect on math self-efficacy, and a relatively good and direct effect on behavioral and cognitive involvement.
Conclusion: According to the results, it is necessary that mathematics teachers provide the conditions for increasing students' self-efficacy by creating cooperative learning environments in the classroom and group work, and also engage students in terms of behavior and motivation and solve mathematical problems and strengthen their thinking, reasoning and beliefs.
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