Invloed van instructionele kwaliteit op plezier en academisch zelfconcept bij wiskunde

Laura Doens
In deze kwantitatieve studie wordt de invloed van instructionele kwaliteit op twee attitudes van leerlingen in het Vlaamse lager onderwijs ten opzicht van wiskunde bestudeerd: plezier in wiskunde en academisch zelfconcept voor wiskunde. Daarvoor wordt gebruikgemaakt van de vragenlijsten voor leerlingen uit het TIMSS-onderzoek van 2015.

Leerkracht + wiskunde = plezier?!

27 mei 2019

Uit onderzoek blijkt dat nog veel te weinig studenten in het hoger onderwijs voor een STEM-richting kiezen. Nochtans groeit de vraag van de arbeidsmarkt voor technisch geschoolden steeds meer. De belangstelling van jongeren ten opzichte van wiskunde en wetenschappen is eerder zwak: de attitude ervoor moet dus verbeterd worden.

Vanuit deze vaststelling schreef Laura Doens, masterstudente Opleidings- en Onderwijswetenschappen aan de Universiteit Antwerpen, haar thesis. “Het stimuleren van attitudes van leerlingen moet al op jonge leeftijd beginnen. Daarom koos ik ervoor te onderzoeken welke invloed de leerkracht in het lager onderwijs heeft op een aantal attitudes in verband met wiskunde.”

Zelfbeeld en plezier

Doens analyseerde de gegevens van ruim 5000 Vlaamse leerlingen uit het vierde leerjaar lager onderwijs. Ze bestudeerde twee attitudes van leerlingen in verband met wiskunde: zelfbeeld en plezier. “Uit de resultaten blijkt dat de leerkracht het zelfbeeld van leerlingen het best kan stimuleren door hen uit te dagen om op een hoger niveau te denken.” Om plezier in wiskunde te bevorderen is vooral een ondersteunend klasklimaat noodzakelijk: “De relatie tussen leerkracht en leerling is dan optimaal. De leerkracht geeft constructieve feedback, ondersteunt de leerlingen individueel en toont belangstelling voor hun behoeften,” legt Doens uit.

Sociaaleconomische status en thuistaal

Uit het onderzoek blijkt verder dat de sociaaleconomische status en de thuistaal van leerlingen geen invloed hebben op het zelfbeeld en het plezier in wiskunde. “Het geslacht van de leerlingen is wel van belang,” vult Doens aan. “Jongens scoren hoger op beide attitudes. Leerkrachten en beleidsmakers zullen in de toekomst dus nog meer aandacht moeten besteden aan het verbeteren van het zelfbeeld bij meisjes en aan het verhogen van hun plezier.”
Meer weten?
Laura Doens: laura.doens@gmail.com
Promotor Sven De Maeyer: sven.demaeyer@uantwerpen.be of 03 265 49 32

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Universiteit of Hogeschool
Opleidings- en Onderwijswetenschappen
Publicatiejaar
2019
Promotor(en)
Sven De Maeyer
Kernwoorden
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