The Effect Of Happy And Neutral Classroom Atmosperes On Students' Attitude Toward Mathematics Curriculum

Document Type : Research Paper

Author

shahid madani azarbaijan university

Abstract

The aim of the present study was to examine the validity and reliability of preliminary learning style scale based on Silver, Hanson & and Strong’s model. Participants of this study were the students of Payame-Noor University of Tabriz during the academic year of 1392- 1393, from whom 377 were selected through stratified random sampling selection. Data collection tool is was learning style questionnaire with 32 items in the Likert-scale format based on learning style questionnaire of Silver, Hanson & and Strong’s model. Silver, Hanson & and Strong’s learning style model (1980) had 25 horizontal rows and 4 vertical rows in which four behavior describers have been mentioned. Confirmatory factor analysis was used to survey factorial validity of the questionnaire. Indices of fit goodness in this research were AGFI = 0.86, GFI = 0.90, RMESA = 0.9, x2 = 556.72. These results suggested that questionnaire structure had an acceptable fitness with the data and confirmed all of the fit goodness indices of the mode and indicated the optimal fitness of the questionnaire. The reliability of the questionnaire was attested using Cronbach's alpha (0.74) Given the results of this study it can be stated that the developed learning style questionnaire can be a reliable and valid instrument in assessing the learning styles.

Keywords

References

پژوهشگاه مطالعات آموزش ‌و پرورش(1388). تحلیلی بر نتایج و یافته‌های مطالعات ملی و بین‌المللی تیمز 2007و پرلز 2006. مرکز ملی مطالعات تیمز و پرلز.
خاکباز، عظیمه السادات و موسی پور، نعمت‌الله. (1387). بهره‌گیری از ریاضی غیررسمی برای طراحی فرصت‌های یادگیری در برنامه درسی ریاضی. فصل‌نامه مطالعات برنامه درسی، 11، 49- 44.
دیکسی، جرارد. (1384). مدیریت کلاس درس. (ترجمه مجتبی فرداد) تهران: انتشارات جوان.
زکی، محمدعلی. (1390). نگرش دانش‌آموزان به درس ریاضی و ارتباط آن با اضطراب امتحان. مجلةمطالعات روان‌شناختی. دوره 7 شماره 3.153-181.
 صفوی، امان‌الله. (1389). آموزش ریاضی به کودکان دبستانی با روش کشورهای پیشرفته. تهران: انتشارات رشد.
فراهانی، محمد نقی و کرامتی، هادی. (1381). بررسی رابطه خودکارآمدی با نگرش و عملکرد تحصیلی درس ریاضی در دانش‌آموزان سوم راهنمایی شهر تهران. فصلنامه.علوم انسانی دانشگاه الزهرا. شماره 12.105-124.
مارش، کالین جی.(2007). مفاهیم اساسی برنامه درسی. (ترجمه سیروس اسدیان). تهران: سازمان چاپ و انتشارات دانشگاه آزاد اسلامی.
محمدی، صحرا. (1389). درس‌ومشق در پرتو رنگ‌ها. روزنامة ایران. شماره 4468.
معین پور، حمیده؛ نصر اصفهانی، احمدرضا و ساعدی، عاطفه (1392). تأثیر عوامل فیزیکی کلاس بر پیشرفت تحصیلی دانش‌آموزان. برگرفته از: http://www.ensani.ir/storage/Files
موسوی، فاطمه. (1391) مقایسة اثربخشی آموزش خصوصی همتایان و خودآموزی شناختی بر پیشرفت، اضطراب و نگرش به درس ریاضی. مجلة مطالعات آموزش و یادگیری. دوره 4 شماره 2.138-156.
یارمحمدی واصل، مسیب رشید، خسرو و بهرامی، فرشته. (1393). آموزش از طریق بازی بر بهبود نگرش ریاضی دانش آموزان دختر مقطع ابتدایی. مجلة روان‌شناسی مدرسه. دوره 3 شماره 3،135-122.
Aiken, J. R. & Lewis, R. (1971). Attitudes toward mathematics. Review of Educational
Research, 40(1), 551-596.
Baeten, Marlines; Dochy, filip; Struyven,katrien. (2012). The Effects of Different Learning Environments On Students’ Motivation For Learning And Their Achievement. British Journal of Educational Psychology. )83(, 484–501.
Beswick, K. (2007). Teachers' Beliefs That Matter in Secondary Mathematics Classrooms. Educational Studies in Mathematics, 65(1), 95-109.
Beswick, K. (2006). Changes in pre-service teachers’ attitudes and beliefs: the net impact of two mathematics education units and intervening experiences. School Science and Mathematics, 106(1), 36-47.
Bunting, A. (2004), 'Secondary schools designed for a purpose: but which one?’ Teacher, no.154, 10–13.
Cheseboro, J. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135-147.
Cohen, Louis, Manion, Lawrence, Morrison Keith. (1996). A Guide to Teaching Practice. London Routledge.
Daskalogianni, K. & Simpson, A. (2000). Towards a definition of attitude: the relationship between the affective and the cognitive in pre-university students. Proceedings of PME 24, (2), 217-224, Hiroshima, Japan.
DiMartino, P & R. Zn, (2001). Attitude Toward Mathematics: Some Theoretical Issues, In M, vanden Heuvel-Panhuizen(ed). Proceedings of the 25th Conference of the International group for the Psychology of Mathematics Education, V, 3, Freudenthal Institude,University of Utrecht,the Neatherlands,209-216.
Elliott, B. Oty, K. McArthur, J. & Clark, B. (2001, November). The effect of interdisciplinary algebra/science course on students' problem solving skills, critical thinking skills and attitudes toward mathematics. International Journal of Mathematical Education in Science &Technology, 32(6), 811-816.
Gay, K. (1986). Ergonomics. Hillsdale, NJ. Enslow Publishers.
Goodykoontz,erin. (2010). Factors that Affect College Students’ Attitudes toward Mathematics. http://sigmaa.maa.org/rume/crume2009/Goodykoontz_LONG.pdf
Hannula, M. (2002). Attitude toward mathematics: emotions, expectations and values. Educational Studies in Mathematics, 49, 25-46.
Harkness, S. D'ambrosio, B. & Morrone, A. (2007). Preservice elementary teachers' voices describe how their teacher motivated them to do mathematics. Educational Studies in Mathematics, 65(2), 235-248.
Higgins S, Hall E, Wall K, Woolner P and C McCaughey (2005). The Impact of School Environments: A literature review', The Centre for Learning and Teaching, School of Education, Communication and Language Science, University of Newcastle. Accessed on line on 30/04/07 at <http://www.cfbt.com/PDF/91085.pdf>.
Joyce, M & Kirakowski, J. (2015). Measuring Attitudes towards the Internet: The general internet attitude Scale. Journal of Human–Computer Interaction, 31: 506–517.
Kouymdijan, Haig & Plotnik,Rod. (2011). Introduction to Psychology. Wadsworth/Cengage learning
Leigh, R. and K. Heid. (2008). First graders constructing meaning through drawing and writing. Journal for Learning through the Arts 4 (1): 1–14.
Lewis, R. and J. Aiken, (1970). Attitudes toward Mathematics. Review of Educational Research 40(4): 551-596.
Lieble, J.A. (1980). Guideline recommendations for the design of training facilities’, NSPI Journal, (19). 21–30.
Lopez, F. Lent, R. Brown, S. & Gore, P. (1997). Role of socio-cognitive expectations in high school students’ mathematics-related interest and performance. Journal of Counseling Psychology, 44(1), 44-52.
Maad. (2012). The Factors Influence Students’ Achievement in Mathematics: A Case for Libyan's Students. World Applied Sciences Journal 17 (9): 1224-1230.
Mann, L. (1997). The learning environment’, ASCD Education Update, September, 3–6.
Marchis, I. (2011). Factors that influence secondary school students attitude to mathematic. Journal of Procedia - social and Behavioral Sciences, 29, 786 –793. 
Mitchell, T. (1999). Changing student attitudes toward mathematics. Primary Educator, 5(4), 2-9. 
Mohamed Z. G. Al-agili, Mustafa Bin Mamat, Lazim Abdullah, Hamdan Abdul Maad. (2012). The Factors Influence Students’ Achievement in Mathematics: A Case for Libyan's Students. World Applied Sciences Journal 17 (9), 1224-1230.
Mokhtari,Mahsa; Ghayed Amini, Siyamak; Mottaghi, Shokofeh. (2014). The effect of physical situation of educational space on learning and conceptual process of user’s spaces. Asianjournal of management sciences and education. Vol.3 No. 1.
Popham, W. (2005). Students’ attitudes count. Educational Leadership, Feb. 84-85.
Rosenfeild, A. (1999). Natural light lets students work better’, The Weekend Australian, 23October, p.16.
Royster, D. Harris, M. & Schoeps, N. (1999). Dispositions of college mathematics students. International Journal of Mathematical Education in Science and Technology. 30(3), 317-333.
Schweinle, Amy; Turner, Julianne C. And Meyer, Debra K. (2006). Striking the Right Balance: Students’ Motivation and Affect in Elementary Mathematics. The Journal of Educational Research. 99, (5).271-293.
Stage, F. K. (2000). Making a difference in the classroom. About Campus, July/August, 29 –31.
Steadly, K. Dragoo, K. Arefeh, S. & Luke, S. D. (2008). Effective mathematics instruction. Evidence for Education, l3 (1), Pp, 1-12.
Swan, M. Bell, A. Phillips, R. & Shannon, A. (2000). The purpose of mathematical activities and pupils’ perceptions of them. Research in Education, (63), 11-20.
Tapia, M. & Marsh, G. E. (2001). Effect of gender, achievement in mathematics, and grade level on attitudes toward mathematics. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. Science, Mathematics, and Environmental Education, 1-20.
Tessmer, M. and Richey, R.C. (1997) ‘The role of context in learning and instructional design. Educational Technology, Research and Development, 45, (2), 85–116.
Townsend, M. Moore, D. Tuck, B. & Wilton, K. (1998). Self-concept and anxiety in university students studying social science statistics within a cooperative learning structure. Educational Psychology, 18(1), 1-14.
Unesco. (2016). happy schools: a framework for learner wellbeing in the Asia-pacific. http://unesdoc.unesco.org/images/0024/002441/244140e.pdf.
Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, (4), 369, 376.
Walker, E.Tabone, C andWeltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts 88 (5): 365–72.
Whitin, P. (2007). The mathematics survey: a tool for assessing attitudes and dispositions. Teaching Children Mathematics, 13(8),426-432
Wilkins, J. & Brand, B. (2004). Change in pre service teachers’ beliefs: an evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226, 232.
Yenilmez, K. Girginer, N. & Uzun, A. O. (2007). Mathematics anxiety and attitude level of students of the faculty of economics and business administrator; The Turkey model. International Mathematical Forum, 2(41), 1997 – 2002.
Yusof, Y.M. & Tall, D. (1999). Changing attitudes to University mathematics through problem solving. Educational Studies in Mathematics, (37), 67-82
Journal of Curriculum Research
Volume 8, Issue 1 - Serial Number 15
September 2018
Pages 85-103

Files

History

  • Receive Date: 03 July 2016
  • Revise Date: 24 July 2017
  • Accept Date: 15 October 2017

Share

How to cite

Statistics