fa اثربخشی بازی‌وارسازی آموزش ضرب و تقسیم بر اضطراب ریاضی کودکان تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="display: none;">&nbsp;</span><span style="font-family:IRANsans;"><span style="font-size:12px;"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA"><span style="color:blue">زمینه و هدف:</span></span></b><span lang="FA"> یکی از موانع یادگیری ضرب و تقسیم در دوره ابتدایی، اضطراب ریاضی است</span><span lang="AR-SA">. </span><span lang="FA">این پژوهش با هدف بررسی اثربخشی بازی‌وارسازی در آموزش ضرب و تقسیم بر اضطراب ریاضی در کودکان انجام شد.</span><b><span dir="LTR"><span style="font-family:"Times New Roman",serif"></span></span></b></span></span></span><br> <span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="AR-SA"><span style="color:blue">روش&shy;:</span></span></b> <span lang="FA">روش پژوهش شبه&shy;تجربی با طرح پیش‌آزمون - پس‌آزمون با</span> <span lang="AR-SA">یک گروه آزمایش و یک گروه گواه</span><span lang="FA"> بود. جامعه آماری این پژوهش شامل تمامی دانش&shy;آموزان پسر شاغل به تحصیل در پایه سوم ابتدایی ورامین در سال تحصیلی 1403-1404 بود که تعداد 56 دانش&shy;آموز با روش نمونه&shy;گیری در دسترس و با رعایت </span><span lang="AR-SA">ملاک&shy;های ورود و خروج</span><span lang="FA"> به عنوان نمونه مورد مطالعه انتخاب شدند و</span><span lang="AR-SA"> در دو گروه گواه و آزمایش (هر گروه 28 دانش&shy;آموز)&nbsp; جایدهی شدند. </span><span lang="FA">مداخله آموزش بر روی دانش&shy;آموزان گروه گواه و آزمایش طی 20 جلسه 45 دقیقه ای انجام شد.</span><span lang="FA"> تدریس ضرب و تقسیم برای گروه آزمایش با استفاده از بازی&shy;وارسازی و برای گروه گواه روش سنتی و غیر بازی‌وار انجام شد. ابزارگردآوری داده&shy;ها پرسشنامه اضطراب چیو و هنری (1990) بود. </span><span lang="AR-SA">داده&shy;ها با استفاده از تحلیل کوواریانس تک‌</span><span lang="FA"> چندمتعغیره</span> <span lang="AR-SA">یکراهه تحلیل شد. نرم&shy;افزار مورد استفاده برای تحلیل داده&shy;ها </span><b>&nbsp;</b><b><span dir="LTR">SPSS-23</span></b> <span lang="AR-SA">بود</span><b><span dir="LTR">.</span></b></span></span></span><br> <span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="AR-SA"><span style="color:blue">یافته &shy;ها:</span></span></b> <span lang="FA">نتایج نشان داد بازی‌وارسازی آموزش ریاضی موجب کاهش اضطراب ریاضی (67/10 </span><b><span dir="LTR">F=</span></b><span lang="FA">)، اضطراب ارزیابی (</span><span lang="AR-SA">13/4</span><b><span dir="LTR">F=</span></b><span lang="FA">)، اضطراب یادگیری (18/25 </span><b><span dir="LTR">F=</span></b><span lang="FA">)، اضطراب رفتار معلم در تدریس (</span><span lang="AR-SA">45/1</span><b><span dir="LTR">F=</span></b><span lang="FA">) می&shy;شود(01/0></span><b><span dir="LTR">P</span></b><span lang="FA">). </span><span lang="AR-SA">با این حال نتایج </span><span lang="FA">نشان می&shy;دهند </span><span lang="AR-SA">که بازی&shy;وارسازی </span><span lang="FA">تأثیر معناداری در کاهش</span> <span lang="FA">اضطراب حل مسئله (</span><span lang="AR-SA">34/5</span><b><span dir="LTR">F=</span></b><span lang="FA">، 001/0 </span><b><span dir="LTR">P</span></b></span></span></span></span></span><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><m:omath></m:omath></span></span></span></span></span></div> <div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:IRANsans;"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><m:omath><span lang="FA"><m:r><m:rpr><m:scr m:val="roman"><m:sty m:val="bi"></m:sty></m:scr></m:rpr>></m:r></span></m:omath></span></span></span><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span style="position:relative"><span style="top:3.0pt"> </span></span></span><span lang="FA">) ندارد.</span></span></span></span><br> <b><span dir="RTL" lang="AR-SA"><span style="line-height:107%"><span style="color:blue">نتیجه &shy;گیری</span></span></span><span dir="RTL" lang="FA"><span style="line-height:107%"><span style="color:blue">:</span></span></span></b> <span dir="RTL" lang="FA"><span style="line-height:107%">بر اساس یافته&shy;های پژوهش، بازی&shy;وارسازی آموزش می&shy;تواند به ایجاد جوّ کلاسی ایمن و خوشایند و به تبع آن، به کاهش اضطراب دانش&shy;آموزان کمک کند.</span></span></span><br> <span style="display: none;">&nbsp;</span></span></div> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Background and Purpose:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> One of the major obstacles to learning multiplication and division in primary school is mathematics anxiety. This study was conducted with the aim of examining the effectiveness of gamification in teaching multiplication and division on reducing mathematics anxiety in children.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Method:</span></span></span></b> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The research method was quasi-experimental with a pretest-posttest design with an experimental group and a control group.</span></span> <span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The statistical population of this study included all male students studying in the third grade of primary school in Varamin in the academic year 2024- 2025. Fifty-six students were selected as the study sample using the convenience sampling method and based on the inclusion and exclusion criteria and were randomly assigned to two control and experimental groups (28 students in each group). The educational intervention was conducted on the students of the control and experimental groups during 20 sessions of 45 minutes. Teaching multiplication and division was done using gamification for the experimental group and traditional and non-gamification method for the control group. </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Data was collected using the most recently validated version of The</span></span> <span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Mathematics Anxiety Scale for Children (MASC; Chiu & Henry, 1990) in Iran was administered</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">. The data were analyzed using one-way </span></span><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">univariate analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA).</span></span><span lang="EN" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> The software used for data analysis was SPSS-23.</span></span> <b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></b></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Results: </span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The results indicated that the gamification of mathematics instruction had a statistically significant effect on reducing overall mathematics anxiety (F = 10.67, p < 0.001), evaluation anxiety (F = 4.13, p < 0.001), learning anxiety (F = 25.18, p < 0.01), and teacher anxiety (F = 1.45, p < 0.01). However, the findings showed that gamification did not have a statistically significant effect on reducing problem-solving anxiety (F = 5.34, p > 0.001).</span></span></span></span></span></span> <div style="text-align: justify;"><b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Conclusion: </span></span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Based on research findings, gamification of education can help create a safe and pleasant classroom atmosphere and, consequently, reduce student anxiety.</span></span></span></div> آموزش ضرب و تقسیم, اضطراب ریاضی, بازی‌وارسازی, کودکان Children, gamification, mathematics anxiety, multiplication and division instruction 139 154 http://childmentalhealth.ir/browse.php?a_code=A-10-2328-1&slc_lang=fa&sid=1 Sara Sedighi سارا صدیقی sedighisara79@yahoo.com 100319475328460019020 0009-0006-6279-5074 No Varamin–Pishva Branch, Islamic Azad University, Varamin, Iran واحد ورامین-پیشوا، دانشگاه آزاد اسلامی، ورامین، ایران Khaled Mirahmadi خالد میراحمدی mirahmadikhaled@yahoo.com 100319475328460019021 100319475328460019021 Yes Shahid Beheshti University, Tehran, Iran دانشگاه شهید بهشتی، تهران، ایران Khalil Zandi خلیل زندی kh.zandi@cfu.ac.ir 100319475328460019022 100319475328460019022 No Department of Educational Management, Farhangian University, Tehran, Iran گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران