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مقایسه عوامل مؤثر بر عملکرد ریاضی دانش‌آموزان پایه هشتم در کشورهای ایران و کره، مبتنی بر داده‌های تیمز | ||
| فصل‌نامه پژوهش‌های کاربردی روانشناختی | ||
| مقاله 4، دوره 11، شماره 2، شهریور 1399، صفحه 61-82 اصل مقاله (1.09 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/japr.2020.245534.642651 | ||
| نویسندگان | ||
| الهه حجازی1؛ زهرا نقش* 2 | ||
| 1دانشیار گروه مشاوره و روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2استادیار گروه مشاوره و روانشناسی تربیتی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران، تهران | ||
| چکیده | ||
| هدف این پژوهش، مقایسه کشورهای ایران و کره در پیش‌بینی عملکرد ریاضی مبتی بر عوامل در دو سطح دانش‌آموز (جنسیت، وضعیت اجتماعی-اقتصادی، خودپنداره، نگرش، اهمیت، مقدار تکلیف و مدت زمان انجام تکلیف) و معلم (سابقه، تحصیلات، مقدار گمارش تکلیف، مدت زمانی که برای انجام تکلیف داده می‌شود و تدریس معلم) است. پژوهش از نظر هدف بنیادی و از نظر شیوه جمع‌آوری داده‌ها همبستگی است. جامعه آماری پژوهش حاضر را دانش‌آموزانی تشکیل می‌دهند که در پایه هشتم (سوم راهنمایی) سال تحصیلی 90-1389 (2011-2010)، ثبت‌نام کرده‌اند و در مطالعه تیمز (2011) شرکت داشته‌اند. ( ایران 1153363 دانش‌آموز و کره 672415 دانش‌آموز). از این تعداد، از کشور ایران 6029 دانش‌آموز از 238 مدرسه، و از کشور کره 5166 دانش‌آموز از 150 مدرسه، به‌عنوان نمونه مورد بررسی قرار گرفتند. در این پژوهش، از روش تحلیل چندسطحی (دو سطحی) با استفاده از نرم‌افزار مدل‌سازی خطی سلسله‌مراتبی (HML) با مدل‌های تحلیل واریانس یک‌راهه با تأثیرات تصادفی، تحلیل کواریانس یک‌راهه، مدل میانگین به عنوان پیامد، مدل عرض از مبدأ تصادفی و شیب‌های تصادفی استفاده شده است. یافته‌های پژوهش،تفاوت عوامل مؤثر بر عملکرد ریاضی دانش‌آموزان ایران و کره را نشان می دهد. همچنین یافته‌ها نشان می دهد که در ایران مقدار واریانس سطح دانش‌آموز و معلم تفاوت زیادی نداردا، ولی در کره بیشترین واریانس عملکرد ریاضی توسط عوامل سطح دانش‌آموز تبیین می‌شود. توجه به این تفاوت‌ها بسیار ضروری است و هر کشور باید با توجه به مدلی که برایش مناسب‌تر است، به برنامه‌ریزی و سیاست‌گذاری برای بهبود عملکرد آموزش در جامعه خود بپردازد. | ||
| کلیدواژه‌ها | ||
| متغیرهای سطح 1 یا دانش آموز؛ متغیرهای سطح 2 یا معلم؛ تحلیل چند سطحی؛ تیمز 2011؛ کشور ایران و کره | ||
| عنوان مقاله [English] | ||
| Comparisons of Factors Contributing to Mathematics Achievement of Eight Graders in Iran and Korea Based on TIMSS Data | ||
| نویسندگان [English] | ||
| Elaheh Hejazi1؛ Zahra Naghsh2 | ||
| 1Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran | ||
| 2Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this reaserch is to compare Iran and Korea in matemathics achievement based on contributing factors at two levels: students (Gender, Social-Economic Statue, Self-efficacy, Attitude, Utility, Time and opportunity) and teachers (Experiance, Education, Time and opportunity and teaching). The research is fundamental in terms of its purpose and based on correlation analysis. The statistical population of the present study consists of students who are enrolled in the eighth grade in the academic year of 2010-2011 and have participated in the TIMSS 2011 (1153363 Iranian students and 672415 Korean students). Of these, 6029 students from 238 schools in Iran and 5166 students from 150 schools in Korea were surveyed as part of the sample. In this research, we used a multilevel method approach (two level) with HLM software to run models of one way Anova with random effects model, one way Ancova with random effects, means as outcomes regression model, random coefficient regression model. The results provided empirical evidence that factors related to mathematics achievement are different in Iran and Korea. In Iran, the variance of student level and teacher level was not significantly different, but in Korea the highest variance of mathematical performance was explained by student level factors. Attending to these differences is crucial, and each country should plan and make policies to improve its performance with the model that best suits its situation. | ||
| کلیدواژه‌ها [English] | ||
| Level1 or Students Variables, Level 2 or Teachers Variables, Hierarchical Linear Modeling, TIMSS 2011, Iran and Korea | ||
| مراجع | ||
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