دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,679,686
تعداد دریافت فایل اصل مقاله1,936,972
سیدعلیان, سیده محبوبه, صالحی, کیوان. (1400). تأثیر استفاده از وسایل کمک آموزشی و فناوری اطلاعات در بهبود یادگیری ریاضیات دانش آموزان دوره دوم متوسطه. فناوری آموزش, 15(4), 683-694. doi: 10.22061/tej.2021.6700.2450
سیده محبوبه سیدعلیان; کیوان صالحی. "تأثیر استفاده از وسایل کمک آموزشی و فناوری اطلاعات در بهبود یادگیری ریاضیات دانش آموزان دوره دوم متوسطه". فناوری آموزش, 15, 4, 1400, 683-694. doi: 10.22061/tej.2021.6700.2450
سیدعلیان, سیده محبوبه, صالحی, کیوان. (1400). 'تأثیر استفاده از وسایل کمک آموزشی و فناوری اطلاعات در بهبود یادگیری ریاضیات دانش آموزان دوره دوم متوسطه', فناوری آموزش, 15(4), pp. 683-694. doi: 10.22061/tej.2021.6700.2450
سیدعلیان, سیده محبوبه, صالحی, کیوان. تأثیر استفاده از وسایل کمک آموزشی و فناوری اطلاعات در بهبود یادگیری ریاضیات دانش آموزان دوره دوم متوسطه. فناوری آموزش, 1400; 15(4): 683-694. doi: 10.22061/tej.2021.6700.2450

تأثیر استفاده از وسایل کمک آموزشی و فناوری اطلاعات در بهبود یادگیری ریاضیات دانش آموزان دوره دوم متوسطه

فناوری آموزش
مقاله 6، دوره 15، شماره 4 - شماره پیاپی 60، مهر 1400، صفحه 683-694    اصل مقاله (727.82 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.6700.2450
نویسندگان
سیده محبوبه سیدعلیان؛ کیوان صالحی*
گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
تاریخ دریافت: 25 اسفند 1399،  تاریخ بازنگری: 23 مرداد 1400،  تاریخ پذیرش: 09 شهریور 1400 
چکیده
پیشینه و اهداف: دانش و مهارت در ریاضیات به­ عنوان یکی از مهارت­ های فردی بسیار ضروری برای زندگی، در جوامع مدرن محسوب می‌شود. به­ همین ­دلیل، ریاضیات به­ عنوان یک رشته­ اصلی در آموزش و پرورش دیده می­شود. یکی از معضلات امروز در عرصه­ آموزش و پرورش، کاهش علاقه­ دانش­آموزان به یادگیری، به­ ویژه در دروسی چون ریاضی است. به ­رغم حوزه ­های وسیع کاربرد آن، ریاضی و تفکر وابسته به ریاضیات، در سراسر دنیا امری بغرنج تلقی می­شود و تدریس آن هم معمولاً کار سختی به‌شمار می­رود. بسیاری از دانش ­آموزان از ریاضیات اجتناب می ­کنند یا قابلیت و توانایی واقعی خود را در ریاضی کمتر از حد معمول نشان می­ دهند؛ لذا مطالعه­ عوامل مؤثر در یادگیری ریاضی در دهه­ های اخیر مورد توجه بسیاری از صاحب­نظران و متخصصان آموزش قرار گرفته است. با توجه به کمبود مطالعات در کشورمان ایران و اهمیّت مواد آموزشی و اثرات آن، مقایسه روش تدریس سنتی و مبتنی بر استفاده از فناوری و وسایل کمک ­آموزشی، ضرورت داشت تا میزان تأثیر آن را در بهبود یادگیری درس ریاضی دانش­ آموزان دوره دوم متوسطه مورد بررسی قرار دهیم. بدین ­منظور فرضیه‌ اصلی این مطالعه بر این اصل استوار است که استفاده از وسایل کمک‌آموزشی در یادگیری بهتر درس ریاضیات مؤثر است.
روش‌ها‌: بدین‌منظور از مطالعه‌ای با رویکرد کمّی، به روش شبه ­تجربی و طرح پیش­آزمون ـ پس ­آزمون با گروه گواه استفاده شد؛ جامعه­ آماری شامل تمامی دانش­آموزان دوره­ دوم متوسطه شهرستان مهدی ­شهر از استان سمنان هستند. آزمودنی­ ها 33 نفر از دانش ­آموزان دختر پایه­ دوازدهم رشته­ ریاضی هستند که از طریق نمونه‌گیری دردسترس انتخاب شده و با انتساب تصادفی در دو گروه آزمایشی و گواه قرار گرفتند. گرد­آوری داده­ ها با استفاده از آزمون پیشرفت تحصیلی معلم­ ساخته با ملاحظات تأمین روایی و پایایی، انجام شد. برنامه آموزش بعد از رواسازی پروتکل مداخله، با استفاده از وسایل کمکی در 12 جلسه 2ساعته به صورت هفتگی بر روی گروه آزمایش اجرا شد.
یافته‌ها: برای تحلیل داده ­ها از آزمون تحلیل کواریانس چندمتغیری (مانکوا) و تک­ متغیری (آنکوا) استفاده شد. نتایج نشان داد که تدریس ریاضی با کمک وسایل کمک­ آموزشی و استفاده از فناوری اطلاعات، در میزان فراگیری دانش‌آموزان به طور معناداری مؤثر است. گروه­ ها قبل از اعمال متغیر مستقل، تقریباً همسان بودند؛ اما بعد از طی دوره­ آزمایش بین نمراتشان تفاوت معنادار دیده شد که می­توان آن را به روش آموزش مربوط دانست 0.05)>(P. مقدار مجذور اتای به‌دست‌آمده نشان می‌دهد که 71 درصد از واریانس متغیر وابسته از متغیر مستقل ناشی شده‌است. بررسی‌های تکمیلی نشان داد که در سطح تک‌تک دروس، تفاوت مربوط به مباحث مقاطع مخروطی، و دایره، معنادار است 0.01)>P). بدین معنا که نمرات پس ­آزمون مقاطع مخروطی و دایره در گروه آزمایش به‌طور معناداری بالاتر از گروه گواه بوده که حاکی از تأثیر مثبت برنامه مداخله است. همچنین با توجه به نمرات مجذور اِتا، می ­توان گفت که در آزمون مقاطع مخروطی 29درصد و در آزمون دایره 66درصد تغییرات، ناشی از تأثیر برنامه­ تدریس به کمک وسایل کمک ­آموزشی و فناوری اطلاعات است.
نتیجه‌گیری: در مجموع، یافته­ ها نشان داد که آموزش به کمک وسایل کمک آموزشی و فناوری اطلاعات می ­تواند از طریق سهولت انتقال مطالب‌ درسی، تسهیل جریان یادگیری و پایداری آموخته­ ها، افزایش انگیزه یادگیری، افزایش نمرات و بهبود مهارت حل مسأله باعث پیشرفت در یادگیری و موفقیت در این درس گردد که می­ توان از این برنامه به‌عنوان یک مداخله مفید و کارآمد برای بهبود یادگیری درس ریاضی استفاده کرد. 
کلیدواژه‌ها
وسایل کمک آموزشی؛ فناوری اطلاعات؛ فناوری آموزش؛ یادگیری؛ تدریس ریاضی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
The effect of using educational aids and information technology to improve mathematics learning in secondary school students
نویسندگان [English]
S. M. Seyedaliyan؛ K. Salehi
Department of Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
چکیده [English]
Background and Objectives: Knowledge and skill in mathematics are considered as one of the most essential individual skills for living in modern societies. For this reason, mathematics is seen as a major discipline in education. One of the problems in the field of education today is the decrease in students' interest in learning, especially in subjects such as mathematics. Despite its wide range of applications, mathematics and mathematical thinking are considered as complex around the world, and teaching mathematics is often a difficult task. Many students avoid mathematics or show their true ability in mathematics less than usual, so the study of factors affecting the learning of mathematics in recent decades has attracted the attention of many experts and educators. Due to the lack of studies in our country Iran and the importance of educational materials and their effects, making a comparison between traditional teaching method and the method based on the use of technology and teaching aids was necessary to examine its impact on improving the learning of math students in high school. Therefore, the main hypothesis of this study is based on the principle that the use of teaching aids is effective in learning mathematics better.
Methods: For this purpose, a study with a quantitative approach, using quasi-experimental method and pre-test-post-test design with a control group was used. The statistical population includes all high school students in Mahdi Shahr city  from Semnan province .Thrity-three female students in grade 12 whose field of study was mathematics were selected and assigned randomly into two experimental and controlled groups. Data collection was done using a teacher-made achievement test with validity and reliability considerations. After validation of the intervention protocol, the training program was performed on the experimental group in 12 sessions of 2 hours per week using teaching aids.
Findings: Multivariate and univariate analysis of covariance (MANCOVA & ANCOVA) were used to analyze the data. The results showed that teaching mathematics with the help of teaching aids and using information technology had a significant effect on students' learning rate. The groups were almost identical before applying the independent variable, but after the experimental period, there was a significant difference between their scores which could be related to the teaching method (p<0.05). The squared value of the obtained ETA shows that 71% of the variance of the dependent variable is derived from the independent variable. Supplementary studies showed that at the level of individual courses, the difference related to the topics of conic sections and circles is significant (p < 0.01). This means that the post-test scores of conical and circular sections in the experimental group were significantly higher than the control group, which indicates the positive effect of the intervention program. Also, according to the ETA squared scores, it can be said that in the test of conical sections 29% and in the test of circle 66% of the changes are due to the effect of the teaching program with the help of teaching aids and information technology.
Conclusions: Overall, the findings showed that teaching with the help of ICTs can improve the learning process and achievement in mathematics by facilitating the transfer of lessons, improving the learning process and its sustainability, enhancing learning motivation, improving the grades and problem-solving skills. This program can be used as a useful and effective intervention for improving the learning of mathematics. 
کلیدواژه‌ها [English]
Educational Aids, Information Technology, Technology of Education, Learning, Teaching Mathematics
مراجع

[1] Zeynali F. Investigating the Relationship between Educational Aid and Learning in Middle School Students of West Azarbaijan Province. Paper presented in the 2nd International Conference on Research in Science and Technology. 2016: Turkey - Istanbul, Karin Institute of Excellence. Persian.

[2] Zulqadr Nasab M, Esmaili R, Nazari Sarem H. Taking advantage of educational aids and their positive impact on primary school students' learning. Paper presented int he National Conference on Future Studies in Humanities and Development. 2016: Shiraz. Persian.

[3] Dadras Khaledi F, Ghasemi Omaslan Sofla S. The Role of Educational Aid and Information Technology in Teaching Teachers. Paper presented int the 1st International Conference on Humanities with an Indigenous-Islamic Approach and Emphasis on Modern Research. 2016: Sari, Mobilization of Professors of Payam Noor University of Mazandaran Province, Future Research and Consulting Company. Persian.

[4] Hajizad M, Firoozi F, Saffarian Hamedani S. [The effect of educational computer games on Bloom's cognitive levels in students' learning and retention of mathematical concepts]. Information and Communication Technology in Educational Sciences. 2015; 5(1): 77-99. Persian.

[5] Oliver R. The role of ICT in higher education for the 21 century: ICT as a change agent for education. Australia: Cowan University. 2002.  

[6] Zameni F, Kardan S. [The Impact of ICT Application on Learning a Mathematical Lesson]. Information and Communication Technology in Educational Sciences. 2011; 1 (1): 23 -38. Persian.

[7] Yazdan Panaah MA, Paad B, Paad N, Pourhosseyn Dil H. Using Educational Technologies in Teaching. Paper presented in the 3rd International Conference on Recent Innovations in Psychology, Counseling and Behavioral Sciences. 2017: Tehran, Nikan Institute of Higher Education. Persian.

[8] Hatami H, Razavi SM, Eftekharardbili H, Majlesi F. Comprehensive Public Health Book. Tehran: Shahid Beheshti University of Medical Sciences. Fourth edition. 2020. Persian.

[9] Keppell M. Optimizing Instructional Design-Subject Matter Expert Communication in the Design and Development of  Multimedia projects. Journal of Interactive Learning Research. 2001, 12(2/3): 209-227.

[10] Wiebe E, Annetta L. Influences on Visual Attentional Distribution in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia. 2008; 17(2): 259-277.

[11] Arkün S, Akkoyunlu B. A study on the development process of an opinions of the multimedia Learning environment. Interactive Educational Multimedia. 2008; 17(1): 1-19.

[12] Milliken J, barnesl P. Teaching and technology in higher education: student perceptions and personal reflections. Computer & Education. 2002; 39(3): 223-235.

[13] Zakeri A, Haji Khajeh Lu SR, Afrai H, Zengui Sh. [Evaluation of teachers' attitude towards application of educational technologies in teaching process]. Technology of Education Journal. 2012; 6(2): 159-165. Persian.

[14] Khaghanizadeh M, Shokrallahi F. [The use of media and teaching aids in teaching]. Journal of Educational Strategies. 2010; 3: 127-130. Persian.

[15] Erden M, Akgul S. Predictive power of mathematics anxiety and perceived social support from teacher for primary students’ mathematics achievement. Journal of Theory and Practice in Education. 2010; 6(1): 3-16.

[16] Haj Hosseini M, Koushe T, Gholamali Lavasani M, Morsali MH. [The effect of collaborative learning on anxiety, attitude and academic achievement in mathematics]. Journal of Applied Psychological Research. 2017; 7 (4): 117 -124. Persian.

[17] Baloglu M, Koçak R. A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences. 2006; 40(7): 1325-1335.

[18] Torio MZC. Development of instructional material using algebra as a tool in problem solving. International Journal of Education and Research. 2015; 2(1): 569-586.

[19] Vaez Far SS, Mohammadi Far MA, Najafi M. [The Effectiveness of Targeted Questions Training on Mathematical Performance and Thinking]. School Psychology. 2015; 240-252. Persian.

[20] Nusrati S. [The Effectiveness of Brain Precipitation Method on Increasing Students' Mathematical Learning]. Urmazd Research Institute. 2020; 46: 5-27. Persian.

[21] Kaveh Z. [Investigating the Level, Goals, Stages and Obstacles of Using Educational Media in the Teaching-Learning Process from the Elementary School Teachers' Viewpoint]. Education and Learning Research. 2016; 22 (7): 149–162. Persian.

[22] Pour Ahmad Ali A, Musapour S. [The production of accountant educational multimedia and its effect on the academic achievement of subtraction and division of female students with mathematical learning disabilities]. Learning Disabilities. 2015; 3(3): 25-37. Persian.

[23] Batooli Z, Fahim Nia F, Naghshineh N, Mir Hoseyni FA. The Effectiveness of Online Information Literacy Tutorials on Student Learning: A Systematic Review. Educational Technology. 2018; 14(1): 1-14. Persian.

[24] Mirzaei A, Sadeghnia AR. Investigate the reasons most high school students are disinterested in math lessons and offer useful solutions to help them develop an interest in them. Paper presented in the 2nd National Conference on Applied Research in Mathematics and Physics. 2015: Tehran, University of Applied Sciences. Persian.

[25] Weinhandl R, Lavicza Z, Hohenwarter M, Schallert S. Enhancing Flipped Mathematics Education by Utilising GeoGebra. International Journal of Education in Mathematics, Science and Technology. 2020; 8(1): 1-5.

[26] Hadley KM, Dorward J. The relationship among elementary Teachers mathematics' nxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum and Instruction (JOCI). 2011; 5(2): 27-44.

[27] Zhong B, Xia L. A Systematic Review on Exploring the Potential of Educational Robotics in Mathematics Education. International Journal of Science and Mathematics Education. 2020; 18(1): 79-101.

[28] Ab Salan N, Ahmadzadeh E, Dehghani K. The role of learning aids in learning. Paper presented int Provincial Scientific Research Conference on Quality Improvement Strategies and Solutions in Education. 2018: Minab, Minab city education management. Persian.

[29] Blumenfeld PC, Soloway E, Marx RW, Krajcik JS, Guzdial M, Palincsar A. Motivating project‐based learning: sustaining the doing, supporting the learning. Educ Psychol. 1991; 26:369–398.

[30] Rostami Nejad, MA, Mohammadi, MR. [The effect of project-based multimedia approach on learning of computer students]. Education Technology.2020; 14(4): 791-799. Persian.

[31] Karagiorgi Y, Symeou L. Translating constructivistm into instructional design: Potential and limitations. Educational Technology & Society. 2005; 8(1): 17‐27.

[32] Downing K, Kwong T, Chan S, Lam T, Downing W. Problem‐based learning and the development of metacognition. Higher Education. 2009; 57 (5): 609‐621.

[33] Spillane JP, Hopkins M, Swee TM. School district educational infrastructure and change at scale: teacher peer interactions and their beliefs about mathematics instruction. American Educational Research Journal. 2018; 55(3): 532-571.

[34] Drijvers P. Digital technology in mathematics education: Why it works (or doesn’t). In Selected regular lectures from the 12th International Congress on Mathematical Education. 2015; 135-151. Springer, Cham.

[35] Hawkins RO, Collins T, Hernan C, Flowers E. Using computer-assisted instruction to build math fact fluency: An implementation guide. Intervention in School and Clinic. 2017Jan; 52(3): 7-141.

[36] Kaur D, Koval A, Chaney H. Potential of using iPad as a supplement to teach math to students with learning disabilities. International Journal of Research in Education and Science. 2017 Jan; 3(1): 21-114.

[37] Inventado PS, Scupelli P, Heffernan C, Heffernan N. Feedback Design Patterns for Math Online Learning Systems. In Proceedings of the 22nd European Conference on Pattern Languages of Programs. 2017 Jul; 12: 1-15.

[38] Rutherford T, Liu AS, Lam AS, Schenke K. Impact on mathematics self-beliefs from a mastery-based mathematics software. Journal of Research on Technology in Education. 2020 Jan 2; 52(1): 79-94.

[39] Cass M, Cates D, Smith M, Jackson C. Effects of manipulative instruction on solving area and perimeter problems by students with learning disabilities. Learning Disabilities Research & Practice. 2003; 18(2): 112-120.

[40] Radmehr F, Rahimian H. [investigating the effects of using GeoGebra software on the misunderstandings of high school students in trigonometric functions]. Education Technology. 2020. Persian.

[41] Ali Dehi Ravandi R, & Taher Toloo Del MS. [Meta-analysis of the effectiveness of technology in advancing the goals of mathematics education]. Education Technology. 2019; 13 (4): 47-58. Persian.

[42] Mayasari N, Hasanudin C, Fitrianingsih A. The use of wingeom software in geometry subject, how is the learning outcomes of junior high school students. Journal of Physics: Conference Series. 2020; 1477(4): 1-6.

[43] Lestari KE, Yudhanegara, MR, Ilma, ZA. Teaching Geometry through Project-Based Learning Using Dynamic Software.‏ 2017.

[44] Yuliardi R, Luthfi, AF. Learning mathematics assisted by adobe flash software to improve mathematical reasoning ability Students ongeometry concepts. In Journal of Physics: Conference Series. 2020; 1567(3): 032011.

[45] Cahyono B, Firdaus MB, Budiman E, Wati M. Augmented reality applied to geometry education. Paper presented in 2018 2nd East Indonesia Conference on Computer and Information Technology (EIConCIT). 2018, November; (pp. 299-303). IEEE.‏

[46] Sunzuma G, Maharaj Prof A. Exploring Zimbabwean Mathematics Teachers’ Integration of Ethnomathematics Approaches into the Teaching and Learning of Geometry. Australian Journal of Teacher Education. 2020; 45(7), 5.‏

[47] Jen-Yi C, Chuan-His L, Yi-Hsin Y. The Study of Indigenous Students’ Learning Effect on Geometry Course with CPS Mobile Learning and Atayal Culture. International Journal of Learning and Teaching. 2020; situations, 5, 7.‏

[48] Ibáñez MB, Portillo AU, Cabada RZ, Barrón ML. Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education. 2020; 145, 103734.

[49] Liaqatdar MJ, Arizi HR, Amini N, Sadr Arhami S. Attitude of Girls' High School Students in Tiran and Koran Township towards Teaching Geometry in Fan Haley Method. Journal of Educational Innovation. 2012; 39: 75-100. Persian.

[50] Taleshi R. Evaluation of the current state of information and communication technology in high schools of Noor city and the rate of teachers and students using it in teaching and learning process. [master’s thesis]. Allameh Tabatabai University: 2012. Persian.

[51] Raisi Sheikhveysi A, Hasani Satehi I, Saeedi A, Ghanbari Milasi M. Assessment of students' learning quality with educational aids and its impact on better evaluation. Paper presented in the 2nd National Conference on Science and Technology of Educational Sciences in Social Studies and Psychology.2017: Tehran, Institute for the Development of Sam Iranian-based Knowledge and Technology Conferences. Persian.

[52] Slusser E, Ribner A, Shusterman A. Language counts: Early language mediates the relationship between parent education and children's math ability. Developmental Science. 2019; 22(3): e12773.

[53] Kalena, KA. The Effect of Family Engagement on Parents' Abilities to Help Their Children with Math. 2018.

[54] Guglielmi RS, Brekke N. A latent growth moderated mediation model of math achievement and postsecondary attainment: Focusing on context-invariant predictors. Journal of Educational Psychology. 2018 Jul; 110(5): 683.

[55] Tõeväli PK, Kikas E. Relations among parental causal attributions and children’s math performance and task persistence. Educational Psychology. 2017 Mar 16; 37(3): 32-45.

آمار
تعداد مشاهده مقاله: 2,369
تعداد دریافت فایل اصل مقاله: 977


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب