Lina Ahmad Hajjar *
Ibrahim Mohamad Kibbi **
نبذة عن البحث باللغة العربية - Abstract:
اتجاهات الطلاب نحو الإحصاء وعلاقتها بالتحصيل الدراسي في التعليم العالي
تهدف هذه الدراسة إلى التعرف إلى اتجاهات الطلبة نحو الإحصاء لدى عيّنة مكوّنة من 45 طالبًا من طلاب شهادة الماستر في كلية التربية (الجامعة اللبنانية)، في الاختصاصات غير العلمية، وذلك في مقرر "الاحصاء التربوي التحليلي 1"، وتحليل علاقتها بالتحصيل الدراسي في هذا المقرر. تعتمد الدراسة المنهج الكمي، وتمّ قياس اتجاهات الطلاب تجاه الإحصاء، من خلال تطبيق استبيان الاتجاهات نحو الإحصاء (SATS-36) الذي يأخذ في الحسبان ستة مكوّنات للاتجاه: التأثير، والكفاءة المعرفية، والقيمة، والاهتمام، والجهد، والصعوبة. وتمّ استخدام طريقة ارتباط "بيرسون" لاختبار العلاقة بين كل من هذه المكوّنات والتحصيل الدراسي للطلاب.
أظهرت النتائج أن اتجاهات الطلاب نحو الإحصاء كانت في بعض الأحيان، إيجابية منخفضة وأحيانًا سلبية، كما بيّنت النتائج وجود علاقة إيجابية دالة إحصائيًّا بين مكوّنات الاتجاه الأربعة (التأثير، القيمة، الاهتمام، والجهد) والتحصيل الدراسي. بينما لا توجد علاقة ذات دلالة إحصائية بين مكوّن الكفاءة المعرفيّة للاتجاه والتحصيل الدراسي. كما أنه توجد علاقة سلبيّة قويّة ذات دلالة إحصائية بين مكوّن الصعوبة والتحصيل الدراسي. وبالتالي، تقترح الدراسة أنه يجب على المعلمين إيلاء الاهتمام بدراسة اتجاهات الطلاب نحو الإحصاء، مع التركيز على جعل مقررات الإحصاء أقل تعقيدًا وأكثر متعة وتشويقًا وفعالية، وذلك من خلال البحث عن طرائق تدريس فعّالة واستخدام التكنولوجيا من خلال ادخال برامج احصائية في تدريس مقررات الإحصاء التي من شأنها أن تعزز اتجاهات الطلاب نحوه، وتؤدي إلى تحسين نتائجهم فيه.
- الكلمات المفتاحية: الإحصاء- SATS-36 - طلاب الجامعة اللبنانية – كلية التربية- التحصيل الدراسي – التعليم العالي- الكفاءة المعرفية
***
- Abstract:
This study aimed to investigate students’ attitudes towards statistics among a sample of 45 postgraduate students at the Lebanese University, Faculty of Education, in non-science-related majors enrolled in an introductory inferential statistics course, and to analyze its relationship with academic achievement in this course. This study employs a quantitative approach. Students’ attitudes towards statistics were assessed using the Survey of Attitudes Towards Statistics (SATS-36), which considers six attitude components: affect, cognitive competence, value, interest, effort, and difficulty. The Pearson Correlation method was performed to test the relationship between each of these components and academic achievement. Results showed that the student's towards statistics were sometimes positively low and sometimes negative. There is a significant positive relationship exists between the affect, value, interest, and effort attitude components and academic achievement. There is no significant relationship between the cognitive competence attitude component and academic achievement. However, a significant strong negative relationship exists between the difficulty attitude component and academic achievement. Thus, this study suggests that educators should pay substantial attention to students’ attitudes towards statistics, focusing on making statistics courses less complex, more enjoyable, interesting, and effective by searching for effective teaching methods and integrating statistics software that may enhance students' attitudes towards statistics and improve their outcomes.
- Keywords: Non-science-related majors; Students’ attitudes towards statistics; SATS-36; Academic achievement; Affect; Cognitive Competence; Value; Interest; Effort; Difficulty.
***
* لينا أحمد الحجّار: باحثة لبنانية. تعدّ أطروحة دكتوراه في تكنولوجيا التربية - المعهد العالي للدكتوراه في الآداب والعلوم الإنسانية والاجتماعية- الجامعة اللبنانية. مهندسة كمبيوتر واتصالات.
* Lina Ahmad Hajjar: PHD Candidate at the Lebanese University, Doctoral School of Letters & Human & Social Sciences-major: Educational Technology. Computer & Communications Engineer.
** إبراهيم محمد الكبي: بروفيسور في الجامعة اللبنانية، كلية التربية. خبير في مجال تكنولوجيا التربية
* Ibrahim Mohamad Kibbi: Full Professor Tenure at the Lebanese University, Faculty of Education, Educational Technology Specialist.
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الحداثة (Al Hadatha) – مج. 31 - ع. 232– صيف 2024 SUMMER
ISSN: 2790-1785
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