بررسی تاثیر ارزشیابی پویا مبتنی بر وب در نگرش دانش‌آموزان پایه دهم تجربی به درس ریاضی

هدف پژوهش حاضر بررسی تاثیر ارزشیابی پویا مبتنی بر وب در نگرش دانش آموزان دوره متوسطه دوم در مبحث تعیین علامت پایه دهم تجربی می‌باشد. روش:در این پژوهش از روش تحقیق نیمه آزمایشی (پیش- پس آزمون با گروه کنترل) استفاده شد. برای گردآوری داده و اطلاعات لازم جهت انجام تحقیق از روش کتابخانه ای و روش میدانی استفاده گردید. در روش میدانی که از پرسشنامه و آزمون ریاضی در این پژوهش استفاده گردید و متغیرهای مورد سنجش مورد مطالعه قرارگرفت . این مطالعه بر روی دانش آموزان مدارس دخترانه دولتی پایه دهم متوسطه شهرستان قروه از توابع استان کردستان انجام گرفت و حجم نمونه دو گروه کنترل و آزمایش 40 نفر از دانش‌آموزان رشته تجربی مدارس سطح شهر به صورت تصادفی که همگن بودن این دو گروه در ابتدای تحقیق بررسی شد می باشد . یافته ها: یافته‌های آزمون تحلیل کوواریانس ترکیبی یا اندازه‌های مکرر نشان داد با توجه به یافته‌های این پژوهش ارزشیابی پویا مبتنی بر وب بر نگرش دانش‌آموزان پایه دهم تاثیر مستقیم و معنادار داشته است و 71 درصد از تفاوت‌های فردی در نمرات پس‌آزمون نگرش مربوط به ارزشیابی پویا مبتنی بر وب می‌باشد. بر اساس نتایج به دست آمده ، رویکرد ترغیبی تدریجی در جهت تسهیل یادگیری هنگام توسعه ی ارزشیابی پویا مبتنی بر وب در یک محیط آموزش الکترونیکی موثر است

investigating the effect of web-based dynamic evaluation onthe attitude of experimental tenth grade students towardsmathematics

in recent decades, problem-solving abilities and proficiency in performing mathematical tasks by students have become prominent goals for mathematical learning. however, many students face challenges in developing mathematical problem-solving skills. several factors may contribute to this issue, including the complexity of mathematical questions that require more time for solving and a lack of sufficient foundational knowledge to comprehend and understand the questions. in the expansive and intricate tapestry of educational paradigms, the integration of assessment into the multifaceted realm of student learning emerges as an indispensable nexus, with its prominence most evident in the nuanced domain of mathematics education. the intrinsic role of assessment within this context serves not only as a linchpin but as a foundational element that validates and catalyzes an evolution in the overall learning experience. against the backdrop of our current epoch, marked by the relentless march of technological advancement, a notable emergence takes center stage—a paradigmatic shift known as the advent of web-based dynamic evaluation. this shift transcends being merely a method; it symbolizes a transformative approach to assessing and refining mathematical abilities. web-based dynamic evaluation, within this expansive framework, adeptly leverages contemporary technological tools to furnish actionable feedback to educators, thereby forging a symbiotic relationship between assessment and instructional strategies. at the epicenter of this paradigmatic evolution lies the overarching aim of the research—an exhaustive exploration of the profound impact of web-based dynamic evaluation on the attitudes of 10th-grade students, with an acute focus on experimental marks within the intricate tapestry of mathematics. to unravel the complexities of this impact, a semi-experimental approach takes center stage. employing a pre-post test design with a control group, the study meticulously unravels the nuanced influence of web-based dynamic evaluation on student attitudes. methodologically, the research undertakes a sophisticated amalgamation of library and field research techniques, creating a comprehensive tapestry of data and information. the theoretical framework, a cornerstone of this research endeavor, is meticulously constructed through an extensive review of the relevant literature. books, theses, articles, and related documents converge to inform a robust foundation upon which the study stands. simultaneously, the practical dimensions of the research come to life through field methods, primarily involving the design of questionnaires and math tests—a meticulous calibration of instruments aimed at measuring the variables under scrutiny. the chronicle of this academic exploration unfolds during the 1399-1400 academic year's spring semester. a cohort of 10th-grade students from public girls' high schools in qorveh, kurdistan province, becomes the focal point of the study. the sample size, a judicious assembly of 40 students, is meticulously and equally distributed between control and experimental groups. the selection of schools at the city level is a deliberate act of randomization, ensuring the initial homogeneity of the two groups—an indispensable aspect meticulously considered at the research's inception. the unveiling of results, subjected to the rigorous scrutiny of combined covariance analysis or repeated measures tests, unfurls a narrative of direct and significant impact. the web-based dynamic evaluation, intricately woven into the fabric of the virtual learning environment, emerges as a potent force. an impressive 71% of the variance in individual differences among post-test attitude scores is unequivocally attributed to the dynamic evaluation based on web technology. these findings resoundingly underscore the efficacy of web-based dynamic evaluation within the dynamic tapestry of a virtual learning environment.