تعيين نقش پيشينه تحصيلي، راهبردهاي يادگيري و خود نظم دهي بر پيشرفت تحصيلي رياضي

Investigating the Role of Educational Background, Learning Strategies and Self-regulation in Mathematic Learning Achievement

هدف: پژوهش حاضر به منظـور بررسـي رابطـه بـين پيشـينه تحصـيلي، راهبردهـاي يـادگيري و خود نظم دهي با پيشرفت تحصيلي درس رياضي انجام گرفته است. روش: اين تحقيـق بـه روش توصيفيـ همبستگي انجام شـده اسـت. كليـه دانـش آمـوزان دختـر سـال اول دبيرسـتان هـاي شـهر برازجان استان بوشهر كه در سال تحصيلي 90-89 به تحصيل اشتغال داشتند، جامعه آماري ايـن پژوهش را تشكيل داده اند. از جامعه مزبور نمونه اي به حجم 104 نفر به شيوه تصادفي خوشه اي انتخاب شدند. ابزار مورد استفاده در اين پـژوهش آزمـون رياضـي سـال اول دبيرسـتان بـود كـه پايايي آن با استفاده از روش آلفاي كرونباخ، 0/952 به دست آمده است. يافته ها: روابط پيشـينه تحصيلي، راهبردهاي يادگيري، خـود نظم دهـي و پيشـرفت تحصـيلي رياضـي بـه كمـك روش همبستگي و تحليل رگرسيون چند متغيري محاسبه گرديد. نتايج نشان داد كه پيشينه تحصيلي بـا پيشرفت رياضي، رابطه معني داري دارد. همچنين نتايج نشان دهنده وجـود رابطـه معنـي دار بـين راهبردهاي يادگيري و پيشرفت رياضي است؛ و در نهايت دو عامـل خـود نظم دهـي و پيشـرفت رياضي نيز رابطه معني داري نشان دادند. نتيجه گيري: بنابراين ميتوان نتيجـه گرفـت كـه بـراي افزايش پيشرفت تحصيلي رياضي دانش آموزان مي توان پيشينه تحصيلي آنان را بررسي كرد و از راهبردهاي يادگيري و خود نظم دهي استفاده كرد.

Aim: This study aimed to survey the relationship between cognitive entry behavior, learning strategies and self-regulation and mathematics course academic achievement. Method: This research has been done by correlation methods of research. Statistical society in this study includes all the female students of Borazjan High school Grade One in Bushehr province, those who have studied in 89-90 educational year. The sample has been chosen by getting use of random clustering method. The number of this selected sample is 104. The Tools that have been used in this research are as follows; High school Grade One mathematics test, the reliability coefficient of which was computed by Cronbach Alpha equation and was equal to %952. Cognitive entry behaviors relation, learning strategies, self-regulation and mathematics academic achievement have been computed by multi-varieties regression analysis and correlation way. Results: The results showed that there is a meaningful relationship between cognitive entry behaviors factor and mathematics achievement. Moreover, there is a meaningful relationship between learning methods and mathematics achievement. There is a meaning full relationship between self-regulation and mathematics achievement. Conclusion: As a result there is a relationship between learning strategies and cognitive entry behaviors self-regulation with mathematics achievement.