رابطه‌ي ميان اضطراب رياضي و سبك‌هاي يادگيري دانش‌آموزان

The Relationship between Mathematics Anxiety and Learning Styles of Students

هدف كلي اين پژوهش، بررسي رابطه‌ي اضطراب رياضي و سبك‌هاي يادگيري ميان دانش‌آموزان دبيرستاني است كه در آن از پرسشنامه‌ي سبك يادگيري كلب و مقياس اضطراب رياضي چيو و هنري استفاده شده است. جامعه‌ي آماري، كليه‌ي دانش‌آموزان پايه‌ي دوم و سوم رشته‌هاي علوم تجربي و رياضي دوره‌ي متوسطه‌ي نواحي چهارگانه‌ي آموزش و پرورش شهر شيراز را در بر مي‌گيرد و نمونه‌ي آماري به صورت خوشه‌اي ـ تصادفي انتخاب شد. نتايج تحقيق نشان مي‌دهد كه ميان اضطراب رياضي و شيوه‌ي يادگيري تجربه‌ي عيني رابطه‌ي مثبت و معنادار و بين اضطراب رياضي و مفهوم سازي انتزاعي رابطه‌ي منفي و معناداري وجود دارد. با توجه به جنسيت، ميان اضطراب رياضي و سبك‌هاي يادگيري رابطه‌ي معناداري وجود ندارد. همچنين نتايج در بررسي رابطه‌ي بين اضطراب رياضي دانش‌آموزان و سبك‌هاي يادگيري آنها با توجه به پايه‌ي تحصيلي، نشان مي‌دهد كه ميان اضطراب رياضي و شيوه‌ي يادگيري مفهوم‌سازي انتزاعي رابطه‌ي منفي و معناداري موجود است كه اين رابطه، براي دانش‌آموزان پايه‌ي سوم، از نظر آماري معنادار بود.

The general purpose of this research is the study of relationship between mathematics anxiety and learning styles in high school students. To assess the studentsʹ learning styles, the Kolbʹs learning styles inventory and to assess the mathematics anxiety, Chiu and Henryʹs “Mathematics Anxiety Scale for children (MASC)” were applied, the reliability and validity of which had previously been calculated. The population consisted of all high school science and mathematics students that studied in four districts in Shiraz; participants were selected by random-cluster sampling. The findings indicated that there was a positive significant relationship between mathematics anxiety and concrete experience learning methods, on the one hand & negative significant relationship between mathematics anxiety and abstract conceptualization, on the other hand. There was no significant relationship between mathematics anxiety and learning styles with respect to gender. In addition, surveying the relation between studentsʹ mathematics anxiety and their learning styles according to their education grades revealed that there was a negative and significant relationship between mathematics anxiety and abstract conceptualization learning style. The correlation was statistically significant for students of the third grade.