روانشناسی یادگیری
omidali mohammadverdi; massoud sharifi; Jalil fathabadi; vahid nejati
Abstract
Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. ...
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Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.
