اثربخشی روش تدریس جیگ ساو و سنتی بر اضطراب- نگرش و عملکرد درس ریاضی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی دانشگاه ارومیه، ارومیه، ایران

2 دانشیار گروه علوم تربیتی دانشگاه ارومیه، ارومیه ، ایران

3 دکتری تخصصی دانشگاه ارومیه، ارومیه، ایران

چکیده

هدف: این تحقیق با هدف مقایسه اثربخشی روش تدریس جیگ ساو و سنتی بر اضطراب ریاضی، نگرش به ریاضی و عملکرد درس ریاضی دانش‌آموزان نهم متوسطه اول شهرستان سردشت با استفاده از روش تحقیق شبه‌آزمایشی انجام گرفت. جامعه آماری شامل کلیه دانش‌آموزان نهم متوسطه اول شهرستان سردشت به تعداد 682 نفر بود که 40 نفر در دو گروه 20 نفری به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند.
روش: برای گردآوری داده‌ها از ﻣﻘﻴﺎس اﺿﻄﺮاب رﻳﺎﺿﻲ ﺑﺎﻟﻮﮔﻠﻮ و زل ﻫﺎرت (2007)، مقیاس نگرش ریاضی فنما – شرمن (2000) و آزمون معلم ساخته عملکرد تحصیلی درس ریاضی استفاده شد و جهت آگاهی از میزان اثربخش بودن یا نبودن یادگیری مشارکتی از الگوی یادگیری مشارکتی جیگ ساو استفاده گردید. مداخلة تدریس ریاضی با روش جیگ ساو به‌مدت 12 جلسة گروهی (هر هفته دو جلسه) به‌صورت جلسات 40 دقیقه‌ای بر روی گروه آزمایش اجرا شد. داده‌ها به‌وسیله نرم‌افزار SPSS و با استفاده از آزمون آنالیزکواریانس یکراهه با رعایت پیش‌فرض‌ها تحلیل شدند.
یافته‌ها: نتایج نشان داد بین الگوی یادگیری مشارکتی جیگ ساو و سنتی بر اضطراب ریاضی، نگرش به ریاضی و عملکرددرس ریاضی تفاوت معناداری وجود دارد و نتیجه‌گیری می‌شود الگوی یادگیری مشارکتی جیگ ساو به‌عنوان یکی از روش­های مؤثر در مدارس جهت کاهش اضطراب ریاضی، نگرش مثبت به ریاضی و افزایش عملکرددرس ریاضی دانش‌آموزان مورد استفاده قرار گیرد

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