نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

بهبود عملکرد و نگرش ریاضی دانش آموزان پایه دهم تجربی در مبحث تعیین علامت عبارات جبری در فرآیند ارزشیابی پویا

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری آموزش ریاضی، گروه ریاضی ، دانشکده علوم پایه دانشگاه آزاد اسلامی واحد تهران مرکزی
2 دانشیار گروه ریاضی، دانشکده علوم پایه دانشگاه آزاد اسلامی واحد تهران مرکزی
3 دانشیار گروه ریاضی دانشگاه آزاد اسلامی واحد همدان
چکیده
 این پژوهش با هدف بررسی تأثیر ارزشیابی پویا مبتنی بر وب بر بهبود عملکرد و نگرش ریاضی دانش‌آموزان پایه دهم تجربی  انجام شد. روش تحقیق مورد استفاده در این مطالعه، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر پایه دهم رشته تجربی مدارس دولتی شهرستان قروه در سال تحصیلی 1400-1399 بود که از میان آنها 40 دانش‌آموز به روش نمونه‌گیری در دسترس و هدفمند انتخاب و به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش از سیستم ارزشیابی پویا مبتنی بر وب با رویکرد ترغیبی تدریجی (GPA) استفاده کردند، در حالی که گروه کنترل با روش سنتی آموزش دیدند. ابزارهای جمع‌آوری داده‌ها شامل پرسشنامه نگرش ارزشیابی مبتنی بر وب و آزمون عملکرد ریاضی محقق‌ساخته بود که روایی و پایایی آنها تأیید شد. یافته‌های پژوهش نشان داد که ارزشیابی پویا مبتنی بر وب تأثیر مثبت و معناداری بر بهبود نگرش و عملکرد ریاضی دانش‌آموزان دارد. نتایج تحلیل‌های آماری حاکی از آن بود که میانگین نمرات نگرش و عملکرد ریاضی در گروه آزمایش به طور قابل توجهی افزایش یافته است. به طور خاص، میانگین نمرات نگرش در گروه آزمایش از 108.25 در پیش‌آزمون به 144.45 در پس‌آزمون و میانگین نمرات عملکرد ریاضی از 13.35 به 17.45 افزایش یافت. اندازه اثر (Cohen’s d) برای نگرش 1.32 و برای عملکرد ریاضی 1.18 محاسبه شد که نشان‌دهنده تأثیر قوی و معنادار مداخله است.این پژوهش نشان داد که استفاده از فناوری‌های نوین در فرآیند ارزشیابی می‌تواند به عنوان یک استراتژی آموزشی مؤثر در بهبود کیفیت آموزش ریاضیات مورد استفاده قرار گیرد. ارزشیابی پویا مبتنی بر وب نه تنها به معلمان کمک می‌کند تا نقاط ضعف و قوت دانش‌آموزان را شناسایی کنند، بلکه به دانش‌آموزان نیز امکان می‌دهد تا در فرآیند یادگیری خود نقش فعال‌تری داشته باشند
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Improving the Performance and Mathematical Attitude of Experimental Tenth Grade Students in Determining the Sign of Algebraic Expressions in the Web-Based Dynamic Evaluation Process

نویسندگان English

maryam Abdolmalaki 1
nasim asghary 2
Ali barahmand 3
1 PhD student in Mathematics Education, Department of Mathematics, Faculty of Basic Sciences, Islamic Azad University, Central Tehran Branch
2 Associate Professor, Department of Mathematics, Faculty of Basic Sciences, Islamic Azad University, Central Tehran Branch
3 Associate Professor, Department of Mathematics, Islamic Azad University, Hamadan Branch
چکیده English

This study aimed to investigate the impact of dynamic web-based assessment on the attitudes and mathematical performance of high school students. The research employed a quasi-experimental design with a pre-test and post-test approach, including a control group. The study population consisted of all female 10th-grade students majoring in experimental sciences in public schools in Qorveh during the academic year 2020-2021. From this population, 40 students were selected through purposive and convenience sampling and divided into experimental and control groups. The experimental group used a dynamic web-based assessment system with a Graduated Prompting Approach (GPA), while the control group received traditional instruction. Data collection tools included a web-based assessment attitude questionnaire and a researcher-made mathematics performance test, both of which were validated for reliability and validity.
The findings revealed that dynamic web-based assessment had a significant positive impact on improving students' attitudes and mathematical performance. Statistical analyses indicated a notable increase in the mean scores of both attitudes and mathematical performance in the experimental group. Specifically, the mean attitude scores in the experimental group increased from 108.25 in the pre-test to 144.45 in the post-test, while the mean mathematics performance scores rose from 13.35 to 17.45. These results demonstrate that dynamic web-based assessment, by providing immediate and constructive feedback, created an interactive and engaging environment that enhanced students' motivation, participation, and performance in mathematics.
This research highlights the potential of using modern technologies in the assessment process as an effective educational strategy to improve the quality of mathematics education.

کلیدواژه‌ها English

Dynamic assessment
web-based assessment
attitudes toward mathematics
mathematical performance
high school
Abdolmaleki, Maryam, Asghari, Nasim and Bahramand, Ali. (1403). Investigating the effect of web-based dynamic assessment on the attitude of experimental tenth grade students towards mathematics. Teaching Research, 12(2), 233-258.
Alonso-Díaz, L., & Yuste-Tosina, R. (2015). Constructing a grounded theory of elearning assessment. Journal of Educational Computing Research, 53(3), 315- 344.
Alfayez, S. F. (2023). The impact of intelligent web-based platforms on student engagement in mathematics. Journal of Educational Technology & Society, 26(2), 45–58. https://doi.org/10.1109/JETS.2023.3254321.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185.
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197–205.
Barari, N., E`lāmi, F., Rezaei Zadeh, M., & Khorasani, A. (2018). Evaluation of higher-level learning objectives in e-learning environments (standards and indicators). Quarterly Journal of Instruction and Evaluation, 12(45), 25-39. [In Persian]
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Chen, L., Wang, Y., & Liu, Q. (2022). Dynamic assessment in online mathematics learning: Effects on self-efficacy and achievement. Computers & Education, 180, Article 104432. https://doi.org/10.1016/j.compedu.2022.104432
Heydari, Fatemeh Al-Zahra, Asghari, Nasim and Delavar, Ali. (1402). Content analysis of the seventh grade mathematics textbook from the perspective of the process of constructing the concept of variable and algebraic expressions. Journal of Educational Measurement, 14(53), 58-79. doi: 10.22054/jem.2023.44711.1941[In Persian]
Hwang, G. J., & Chen, C. M. (2022). Personalized web-based assessment with adaptive feedback: Effects on learning motivation and performance. Interactive Learning Environments, 30(4), 678–692. https://doi.org/10.1080/10494820.2020.1754876.
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46.
Karjanto, N., Budhi, W. S., & Simbolon, L. (2017). Web-based dynamic assessment: Effects on learning motivation and achievement in mathematics. Journal of Physics: Conference Series, 943, 012034.
Iskandar, A., Rizal, M., Kurniasih, N., Sutiksno, D.U., & Purnomo, A. (2018). The Effects of Multimedia Learning on Students Achievement in Terms of Cognitive Test Results, IOP Conf. Series: Journal of Physics: Conf. Series 1114.
Lee, M. H., & Lim, K. Y. (2024). AI-driven dynamic feedback in secondary mathematics: A quasi-experimental study. British Journal of Educational Technology, 55(1), 112–130. https://doi.org/10.1111/bjet.13398.
Lidz, C. S. (1991). Practitioner's guide to dynamic assessment. New York: Guilford Press.
M. McKenzie and M. Ziemann, (2020). Assessment of the web-based audience response system socrative for biomedical science revision classes, International Journal of Educational Research Open, https://doi.org/10.1016/j.ijedro.2020.100008/
Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26–47.
Mejia-Ramos, J.P., Fuller, E., Weber, K., Rhoads, K., & Samkoff, A. (2012). An assessment model for proof comprehension in undergraduate mathematics. Educational Studies in Mathematics, 79 (1), 3-18.
Selwyn, N. (2016). Is technology good for education? Polity Press.
Seif, A. A. (2021). Modern educational psychology: The psychology of learning and instruction. Doran Publications. [In Persian]
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang TH. (2010). Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’e-Learning effectiveness. Computers & Education. 2010 May 31;54(4):1157- 66.
Weng, F., Ho, H., Yang, R.H., and Weng, C. (2019). The Influence of Learning Style on Learning Attitude with Multimedia Teaching Materials, EURASIA Journal of  Mathematics, Science and Technology Education, 15(1), 2-9.
Yaghoubi, M., & Razmjou, S. A. (2020). The effects and method of dynamic assessment, computer dynamic assessment, static assessment and article comprehension. Research in Educational Systems, (49), 25-39. [In Persian]
Zeki, K. A. Y. A., & Seref, T. A. N. (2014). New trends of measurement and assessment in distance education. Turkish Online Journal of Distance Education, 15(1), 206-217.
Zhang, D., & Liu, Y. (2023). Web-based formative assessment and mathematical reasoning: A meta-analysis. Educational Research Review, 38, 100512. https://doi.org/10.1016/j.edurev.2023.100512