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عظیم پور, سهراب, واحدی, حسین. (1402). تأثیر رسانه های آموزشی الکترونیکی بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه. فناوری آموزش, 17(4), 811-824. doi: 10.22061/tej.2023.9760.2896
سهراب عظیم پور; حسین واحدی. "تأثیر رسانه های آموزشی الکترونیکی بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه". فناوری آموزش, 17, 4, 1402, 811-824. doi: 10.22061/tej.2023.9760.2896
عظیم پور, سهراب, واحدی, حسین. (1402). 'تأثیر رسانه های آموزشی الکترونیکی بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه', فناوری آموزش, 17(4), pp. 811-824. doi: 10.22061/tej.2023.9760.2896
عظیم پور, سهراب, واحدی, حسین. تأثیر رسانه های آموزشی الکترونیکی بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه. فناوری آموزش, 1402; 17(4): 811-824. doi: 10.22061/tej.2023.9760.2896

تأثیر رسانه های آموزشی الکترونیکی بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه

فناوری آموزش
مقاله 8، دوره 17، شماره 4 - شماره پیاپی 68، مهر 1402، صفحه 811-824    اصل مقاله (758.38 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9760.2896
نویسندگان
سهراب عظیم پور* 1؛ حسین واحدی2
1گروه آموزش ریاضی، دانشگاه فرهنگیان، تهران، ایران
2گروه روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران
تاریخ دریافت: 04 اردیبهشت 1402،  تاریخ بازنگری: 08 مرداد 1402،  تاریخ پذیرش: 29 شهریور 1402 
چکیده
پیشینه و اهداف: در سال­های اخیر پژوهش­های بسیاری به استفاده از فناوری و رسانه‌های آموزشی در آموزش، توجه کرده‌اند. این رسانه‌ها، هم دقت عمل را بهبود می­بخشند و هم سرعت یادگیری و انتقال مفاهیم را افزایش می‌دهند. با توجه به ماهیت گرافیکی و فضایی محتوای درس هندسه و نیز مشکلات مربوط به ترسیم و تجسم دقیق و درست اشکال، استفاده از روش‌ها و ابزارهای نوین در آموزش، ضروری به نظر می‌رسد. هدف این پژوهش، بررسی و مقایسه‌‌ اثربخشی روش‌های آموزش با رسانه‌های آموزشی الکترونیکی (تصاویر گرافیکی پویا و ایستا) و آموزش به شیوه‌ی‌معمول در درس هندسه بر پیشرفت تحصیلی و خودکارآمدی تحصیلی هندسه‌ دانش‌آموزان بود.
روش‌ها‌: با توجه به ماهیت کار، روش پژوهش حاضر از نوع نیمه آزمایشی بود. برای انجام پژوهش، از طرح پیش‌آزمون- پس‌آزمون با گروه کنترل استفاده‌ شده است. جامعه‌‌ آماری مورد مطالعه این پژوهش، شامل کلیه‌ دانش‌آموزان پسر پایه‌ دهم رشته‌‌ ریاضی در آموزش و پرورش ناحیه‌ یک شهر تبریز در سال تحصیلی1400-1399 بود. نمونه‌ آماری شامل 79 دانش‌آموز پسر پایه‌ دهم رشته‌ ریاضی است که شامل 3 کلاس بودند و به‌صورت نمونه‌ در دسترس انتخاب شدند. این سه کلاس به‌صورت تصادفی در سه گروه پژوهش جای گرفتند. در گروه کلاسی آموزش با رسانه‌ الکترونیکی تصاویر گرافیکی پویا 26 نفر، گروه کلاسی آموزش با رسانه‌ الکترونیکی تصاویر گرافیکی ایستا، 26 نفر و گروه کلاس آموزش معمول، 27 نفر حضور داشتند. کلاس اول، آموزش خود را با استفاده از رسانه‌ الکترونیکی تصاویر گرافیکی پویا دریافت کرد. کلاس دوم، آموزش خود را با استفاده از رسانه‌ الکترونیکی تصاویر گرافیکی ایستا دریافت کرد و گروه سوم به همان شیوه‌ آموزش معمول پیش رفت. ابزار مداخله‌ این پژوهش، شامل نرم‌افزار آموزش الکترونیکی تصاویر گرافیکی پویا (جئوجبرا) و مجموعه اسلایدهای آموزشی طراحی ‌شده توسط محققان برای آموزش تصاویر گرافیکی ایستا بود. گروه‌‌های مورد مطالعه به مدت 6 هفته و در هر هفته، 1 جلسه و هر جلسه، 90 دقیقه با استفاده از یکی از روش‌ها در مورد مفاهیم ترسیم‌های هندسی و استدلال، آموزش دیدند. به‌منظور جمع‌آوری داده‌‌های مربوط به پیشرفت تحصیلی، هر سه گروه قبل و بعد از مداخله، با استفاده از دو آزمون موازی معلم ساخته شامل 14 پرسش، به‌صورت پرسش‌های باز پاسخ (تشریحی) درباره‌‌ مفاهیم ترسیم و استدلال هندسی از کتاب هندسه‌ 1 سال دهم رشته‌ ریاضی، ارزیابی شدند. آزمون اول، به‌عنوان پیش‌آزمون و آزمون دوم به‌عنوان پس‌آزمون مورد استفاده قرار گرفت. همچنین، آزمودنی‌ها قبل و پس از آموزش به پرسش‌نامه‌ خودکارآمدی ریاضی پاسخ دادند. داده‌های به‌دست‌ آمده از مراحل اجرای پیش‌آزمون و پس‌آزمون، پس از بررسی پیش‌فرض‌ها، با استفاده از تحلیل کوواریانس یک‌راهه تحلیل شد.
یافته‌ها: نتایج نشان داد که روش‌های آموزش مورد مطالعه بر پیشرفت تحصیلی، تأثیر متفاوتی دارند. در پیشرفت تحصیلی، تفاوت بین گروه‌های آموزش الکترونیکی با تصاویر گرافیکی پویا و ایستا (009/0P<)، بین گروه‌های آموزش با تصاویر گرافیکی پویا و آموزش معمول (001/0P<) و بین گروه‌های آموزش الکترونیکی با تصاویر گرافیکی ایستا و آموزش معمول (001/0P<)، معنی‌دار است. همچنین، نتایج نشان داد که روش‌های آموزش مورد مطالعه بر خودکارآمدی تحصیلی هندسه، تأثیر متفاوتی دارند. در خودکارآمدی تحصیلی، تفاوت بین گروه‌های آموزش با تصاویر گرافیکی پویا و ایستا (02/0P<)، بین گروه‌های آموزش با تصاویر گرافیکی پویا و آموزش معمول (05/0P<) و بین گروه‌های آموزش با تصاویر گرافیکی ایستا و آموزش معمول (001/0P<)، معنی‌دار است.  در بین گروه‌های مورد مطالعه این پژوهش، بهترین نتیجه‌ پیشرفت تحصیلی مربوط به آموزش الکترونیکی با تصاویر گرافیکی پویا است.
نتیجه‌گیری: نتایج این تحقیق، اثربخشی استفاده از رسانه‌های آموزش الکترونیکی در آموزش درس هندسه را در پیشرفت تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان، مورد تأئید قرار می‌دهد. به‌کارگیری رسانه‌های الکترونیکی به‌ویژه استفاده از آموزش الکترونیکی تصاویر گرافیکی پویا، می‌تواند در بهبود عملکرد تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان به‌عنوان تسهیل‌گر آموزشی نقش ایفا کند.
کلیدواژه‌ها
آموزش الکترونیکی؛ آموزش هندسه؛ پیشرفت تحصیلی؛ خودکارآمدی تحصیلی
موضوعات
آموزش الکترونیکی- مجازی
عنوان مقاله [English]
The effect of electronic educational media on academic progress and academic self-efficacy in geometry
نویسندگان [English]
S. Azimpour1؛ H. Vahedi2
1Department of Mathematics Education, Farhangian University, Tehran, Iran
2Department of Psychology & Counselling, Farhangian University, Tehran, Iran
چکیده [English]
Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of the content of the geometry course and the problems related to accurate and correct drawing and visualization of shapes, it seems necessary to use new methods and tools in education. The aim of this study was to evaluate and compare the effectiveness of teaching the geometry lesson with electronic educational media methods (teaching with dynamic and static graphic images) and teaching in the traditional way , on the academic progress and geometrical academic self-efficacy of the students.
Methods: According to the nature of the work, the research method was quasi-experimental. To conduct the research, a pretest-posttest with a control group design was used. The statistical population of this study included all male students in the tenth grade of mathematics in a District 1 of Tabriz in the academic year 2020-2021. The statistical sample consisted of 79 male students in the tenth grade of mathematics, including 3 classes, which were selected by availability sampling method and were randomly divided into three class groups. There were 26 people in the teaching group using dynamic graphic images electronic media class group, 26 people in the teaching group using static graphic images electronic media class group, and 27 people in the traditional teaching class group. The intervention tool of this research included the software for electronic teaching dynamic graphic images (Geo Gebra) and a set of educational slides designed by the researchers for teaching static graphic images. The study groups were trained for 6 weeks, 1 session per week and 90 minutes per session. In order to collect data related to academic progress, all three groups before and after the intervention, were assessed by using two parallel tests made by the researchers, including 14 questions, in the form of open-ended questions (explanatory) about the concepts of drawing and geometric reasoning from the geometry book of the 10th grade of the mathematics field. The first test was used as a pre-test and the second test was used as a post-test. Also, the participants answered the math self-efficacy questionnaire before and after the training. The data obtained from the pre-test and post-test stages were analyzed using one-way covariance analysis (ANCOVA) after checking the assumptions.
Findings: The results showed that the studied teaching methods had different effects on academic progress. With regard to the academic progress, the difference between electronic educational groups (P<0.009), between electronic education group with dynamic graphic images and common education group (P<0.001) and between electronic education group with static graphic images and common education group (P<0.001) was significant. Also, the results showed that the studied teaching methods had different effects on geometry academic self-efficacy. Regarding academic self-efficacy, the difference between electronic educational groups (P<0.02), etween electronic education group with dynamic graphic images and common education group (P<0.05) and between electronic education group with istatic graphic images and common education group (P<0.001) was significant. Among the studied groups of this research, the best results of academic progress and academic self-efficacy were related to electronic education group with dynamic graphic images.
Conclusion: The results of this study showed that the use of teaching methods with graphic images by teachers in teaching geometry can have a positive effect on students' academic achievement and academic self-efficacy. The use of these tools can play the role of an educational facilitator in improving the students’ academic performance. 
کلیدواژه‌ها [English]
Electronic Education, Geometry Education, Academic Achievement, Self-Efficacy
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