تدوین معادله افتراقی عوامل آموزشگاهی موثر بر عملکرد در آزمون تیمز 2019 پایه چهارم در دانش آموزان با عملکرد بالا و پایین

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

2 استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

3 دانشیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

چکیده

مقدمه و هدف: آزمون‏های بین‎المللی تیمز که شامل آزمون ریاضی و علوم می‏شود، با هدف بهبود عملکرد نظام آموزشی کشورها هر چهار سال یک بار برگزار می شود، که نتایج آن متاثر از عوامل مختلفی است. هدف از انجام این پژوهش تدوین معادله افتراقی دانش آموزان موفق از غیر موفق بر اساس مولفه‎های آموزشگاهی در آزمون تیمز 2019 است.
روش‎شناسی پژوهش: روش انجام این پژوهش از نوع همبستگی در قالب معادله افتراقی است. جامعه آماری کل مدارس شرکت کننده در آزمون تیمز 2019 است. نمونه آماری دانش‎آموزان کلاس چهارم ایرانی شرکت‎کننده در این آزمون است. روش نمونه‎گیری همان روش نمونه‏گیری خوشه‏ای دو مرحله‌ای طبقه‎بندی شده منظم بوده که در آزمون تیمز 2019 اجرا شده است. ابزار جمع‎آوری اطلاعات در این پژوهش، سوالات آزمون بین‎المللی تیمز 2019 پرسشنامه‏های خانواده، دانش‏آموز، مدیر و آموزگار می‏باشد که توسط انجمن بین المللی ارزشیابی پیشرفت تحصیلی (IEA) در سال 2019 انتشار یافته است. این آزمون به دلیل این که آزمون استاندارد جهانی است روایی آن تایید شده و برای محاسبه پایایی آن نیز از روش الفای کرونباخ بر روی حدود 30 نفر از افراد جامعه آماری مورد مطالعه برآورد شد و ضریب 85/0 به دست آمد که نشان از پایایی آن دارد. برای تجزیه و تحلیل داده‎ها از روش تحلیل افتراقی استفاده شد.
یافته­ ها: یافته‏های این پژوهش نشان داد که خصوصیات مدرسه با ضریب تفکیکی 711/0، درباره معلم بودن با ضریب تفکیکی 255/0، تاکیدات مدرسه بر موفقیت علمی با ضریب تفکیکی 247/0، جو مدرسه با ضریب تفکیکی 227/0، آمادگی برای مدرسه با ضریب تفکیکی 226/0، ارزیابی ریاضی با ضریب تفکیکی 199/0، درباره تدریس با ضریب تفکیکی 180/0، تاکیدات مدرسه بر موفقیت تحصیلی با ضریب تفکیکی 152/0،  موضوعات تدریس ریاضی با ضریب تفکیکی 147/0 و تجربه و تحصیلات مدیر با ضریب تفکیکی 145/0 بیشترین  تاثیر را در تفکیک گروه دانش‎آموزان موفق از دانش‎آموزان ناموفق بر اساس مولفه‎های آموزشگاهی دارند.
بحث و نتیجه­ گیری: نتایج تحلیل داده‎ها نشان داد که معادله تحلیل افتراقی قادر به تفکیک دانش‏آموزان موفق از دانش‏آموزان ناموفق براساس مولفه‏های آموزشگاهی می باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Development of differential equation of school factors affecting performance in the fourth grade TIMSS 2019 exam in high and low performance students

نویسندگان [English]

  • asieh zianejad shirazi 1
  • nadereh sohrabi sheghefti 2
  • maryam koroshnia 2
  • hossein bagholi 2
  • soltanali kazemi 3
1 PhD candidate in Educational Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
2 Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
3 Assistant Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
چکیده [English]

Introduction: The International TIMSS exams, which include math and science exams, are held every four years to improve the performance of countries' education systems, the results of which are influenced by a variety of factors. The purpose of this study is to formulate a differential equation of successful and unsuccessful students based on school components in the TIMSS 2019 exam.
research methodology: The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is the same as the regular two-stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS International Examination Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement (IEA) in 2019. This test is valid because it is a global standard test and to calculate its reliability, Cronbach's alpha method was estimated on about 30 people in the study population and a coefficient of 0.85 was obtained, which indicates its reliability. Differential analysis method was used to analyze the data.
Findings: The findings of this study showed that the characteristics of the school with a resolution of 0.711, about being a teacher with a resolution of 0.255, the school's emphasis on scientific success with a resolution of 0.247, the school atmosphere with a resolution of 0.227, readiness for school with a coefficient of 0.226, mathematical assessment with a coefficient of 0.199, about teaching with a coefficient of distinction of 0.180, school emphasis on academic success with a coefficient of distinction of 0.152, subjects of mathematics teaching with a coefficient of separation of 0.147  and the experience and education of the principal with a coefficient of separation of 0.145 have the greatest impact on the separation of successful students from unsuccessful students based on school components.
Conclusion: The results of data analysis showed that the differential analysis equation is able to distinguish successful students from unsuccessful students based on school components.

کلیدواژه‌ها [English]

  • TIMSS 2019 exam
  • Math exam
  • Science exam
  • School factors
  • Academic Performance

مراجع

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دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
دوره 13، شماره 6 - شماره پیاپی 58
بهمن و اسفند 1401
صفحه 143-154

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سابقه مقاله

  • تاریخ دریافت: 28 اسفند 1400
  • تاریخ بازنگری: 25 تیر 1401
  • تاریخ پذیرش: 08 بهمن 1401

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