بررسي نوسانات كارآمدي چرخه هاي شبانه روزي و هفتگي منطق رياضي دانش آموزان دوره متوسطه

Evaluation of the efficiency fluctuations of day and night and weekly cycles of mathematical logic in High school girl students

هدف: پژوهش حاضر با هدف تعيين نوسانات الگوي چرخه هاي روزانه و هفتگي منطق رياضي دانش آموزان انجام شد. روش: روش پژوهش همبستگي بود. جامعه آماري دانش آموزان دختر پايه يازدهم علوم انساني شهر خدابنده در سال تحصيلي 1396-1397 به تعداد 167 نفر بودند كه به روش نمونه گيري تصادفي خوشه اي 36 نفر به عنوان نمونه انتخاب شدند، مدت دو هفته به صورت چرخشي در دو نوبت صبح (8، 9/30 و 11) و بعد از ظهر (13، 14/30 و 16/15) مورد آزمون قرار گرفتند. براي سنجش نوع تيپ زماني از پرسش نامه هورن و استبرگ(1976) و سنجش منطق رياضي از آزمونهاي فرم هاي موازي منطق رياضي محقق ساخته استفاده شد. جهت تجزيه و تحليل داده ها از تحليل واريانس آميخته استفاده گرديد. يافته ها: نتايج نشان داد بين كارآيي منطق رياضي دانش آموزان در ساعت هاي مختلف روز تفاوت معني داري وجود داشت(0/001 = P و 4/215 = F). ولي بين كارآيي منطق رياضي در روزهاي مختلف هفته تفاوت معنادار نبود. تفاوت كارآيي منطق رياضي بين تيپ هاي زماني صبحگاهي، مياني و عصر گاهي معني دار بود(0/004 = P و 2/71 = F). بين كارآيي منطق رياضي دانش آموزان بر حسب تيپ هاي زماني در ساعات مختلف روز تفاوت معني دار بود (0/0005 > P و 0/028 = F). نتايج: با توجه به متفاوت بودن كارآيي منطق رياضي دانش آموزان از نظر ريتم هاي شبانه روزي و تفاوتهاي فردي از نظر تيپ زماني ضروري است اين نتايج در فرايند ياددهي و يادگيري در محيط هاي آموزشي مورد نظر قرار گيرد.

Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.