تاثیر آموزش تلفیقی بر یادگیری درس ریاضی دانش‌آموزان کلاس‌های چندپایه

هدف این پژوهش بررسی تاثیر آموزش تلفیقی بر یادگیری درس ریاضی دانش‌آموزان کلاس‌های چندپایه بود. جامعۀ آماری این پژوهش دانش‌آموزان کلاس‌های چندپایه شهرستان بویراحمد در سال تحصیلی 1400-1399 و نمونه مورد مطالعه دو کلاس 18 نفری (مجموع 36 نفر) بودند که به‌‌صورت داوطلب آزاد در این پژوهش شرکت کردند و به‌صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار مورد استفاده آزمون معلم‌ساخته بود که برای تعیین روایی آن، از قضاوت متخصصان و برای تعیین پایایی این آزمون از شاخص پایایی مصححان استفاده شد. طرح پژوهش با رویکرد کمی از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل است که طی آن تاثیر متغیر‌مستقل (آموزش تلفیقی) بر روی متغیر وابستۀ پژوهش (توانایی حل مسائل ریاضی) در دانش‌آموزان کلاس‌های چندپایه بررسی شده است. پس از انتخاب تصادفی گروه‌های آزمایشی و گواه، مداخلۀ آزمایشی (آموزش تلفیقی) در 10 جلسۀ 60 دقیقه‌ای اجرا گردید. نتایج تحلیل واریانس با اندازه‌گیری مکرر نشان داد که تفاوت معناداری در میانگین مولفه‌های یادگیری ریاضی بین گروه کنترل و آزمایش وجود دارد؛ لذا آموزش تلفیقی موجب افزایش یادگیری ریاضی در دانش‌آموزان کلاس‌های چندپایه شده است. به‌علاوه نتایج نشان داد که استفاده از آموزش تلفیقی در افزایش یادگیری ریاضی در دانش‌آموزان در کلاس‌های چندپایه در طول زمان ثبات دارد. بنابراین با ایجاد شرایط لازم برای تلفیق محتوای دروس پایه‌های مختلف، می‌توان با اجرای تدریس تلفیقی به‌صورت همزمان زمینۀ یادگیری عمیق مفاهیم ریاضی را در زمان کمتر در دانش‌آموزان فراهم نمود. از این طریق می‌توان انتظار داشت که یادگیری مطالب ریاضی برای دانش‌آموزان ساده‌تر، پایدارتر و عمیق‌تر می‌شود.

the effect of integrated education on learning math lessons in students in multigrade classes

the purpose of this research was to investigate the effect of integrated education on learning math lessons in students in multigrade classes. the statistical population of this research included the students of multigrade classes in boyer ahmad city in the academic year of 2020-2021, of whom 18 students in two classes were selected as the sample, and were randomly divided into an experimental and a control group. the data collection tool was a researcher-made test, whose validity was confirmed by experts, and whose reliability was confirmed by examiner’s reliability index. the research design was a quantitative approach of a quasi-experimental type with a pre-test, post-test and follow-up plan with a control group, during which the effect of the independent variable (integrated education) on the dependent variable of the research in students of multigrade classes was investigated. the results showed that integrated education increased math learning in students of multigrade classes. in addition, the effect of integrated education in increasing math learning in students of multigrade classes remained stable over time. introduction math lessons are a basic skill which requires student’s understanding of mathematical concepts and their ability to solve problems according to what they understand. this problem is solved by using integrated learning (karma, dharma and sentiana, 2019). integrated education is one of the measures that can transform the traditional educational model and help improve the quality and relevance of teaching and learning (jiondshez et al., 2021). integration means an effort to create relevance, connection and finally integration in students’ learning experiences, and the use of this model in multigrade classes allows the teacher to advance teaching-learning process with greater speed and better quality. some of the research in the field of integrated education in regular classes are mentioned here.the results of hashemzadeh’s research (2017) showed that the implementation of an integrated curriculum increases the academic progress score of math, science, social studies, persian literature and art courses in the three cognitive, emotional, and psychomotor dimensions in students in the experimental group. furthermore, aftab-savar and momeni (2013) reported the effect of an integrated approach in the curriculum on motivation, self-efficacy and academic progress of students. jafari thani and ghorbani (2008) also state that integration and organization of the content of the seventh grade science book on the subject of heat significantly affected students’ level of knowledge, ability to understand, application of the course material and social development. chellani (2014) concluded that an integrated approach is an effective model for improving students’ performance throughout the learning process. integrated education increases deep learning and facilitates students’ achievement of educational goals (walsh et al., 2016).this research seeks to answer this question: does integrated education have an effect on learning math lessons in students in multigrade classes?methodologythis research is an applied quasi-experimental quantitative study with a pre-test, post-test and follow-up design with a control group, during which the effect of the independent variable on the dependent variable was studied students in multigrade classes. there are 273 multigrade schools in boyer ahmad city, 143 of which include students from the second to the fifth grades. of these 143 schools, 18 schools had the target population. therefore, a sample of 36 students was selected from two schools.