بهره‌گیری از راهبردهای تکیه‌گاه سازی آموزشی و تعیین میزان اثربخشی آن بر یادگیری و انگیزه پیشرفت دانش‌آموزان با اختلال یادگیری ریاضی پایه پنجم ابتدایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار دانشکده علوم تربیتی و روانشناسی گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران

2 دانشجوی دکتری فناوری اطلاع‌رسانی در آموزش عالی، دانشگاه شهید بهشتی و آموزگار ابتدایی شهرستان پردیس (تهران) ، تهران، ایران

3 دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی و آموزگار ابتدایی شهرستان نورآباد (لرستان) ، تهران، ایران

چکیده

هدف: هدف پژوهش حاضر بررسی بهره­گیری از راهبردهای تکیه­گاه‌سازی آموزشی و تعیین میزان اثربخشی آن بر یادگیری و انگیزه پیشرفت دانش­آموزان با اختلال یادگیری ریاضی بود.­
روش: دراین پژوهش از روش نیمه آزمایشی و از نوع پیش­آزمون و پس­آزمون با گروه کنترل استفاده شد. جامعه آماری شامل همه دانش­آموزان پسر پایه پنجم دبستان با اختلال ریاضی در مراکز اختلال یادگیری خرم‌آباد در سال تحصیلی 96-97 بودند. بدین منظور از میان کلیه دانش­آموزان مراکز اختلال یادگیری خرم­آباد، 22 دانش­آموز به‌صورت در دسترس انتخاب و به‌صورت تصادفی در دو گروه کنترل و آزمایش (11 نفر برای هر گروه) گمارده شدند. به‌منظور جمع‌آوری داده­ها از آزمون محقق ساخته یادگیری و پرسشنامه انگیزه پیشرفت هرمنس (1970) استفاده شد. در فرایند اجرا، گروه آزمایش به مدت 8 جلسه چهل‌وپنج دقیقه­ای تحت طرح درس مبتنی بر راهبردهای تکیه­گاه‌سازی آموزش دیدند و گروه کنترل هیچ مداخله­ای را دریافت نکرد. داده­های جمع‌آوری‌شده با نرم­افزار SPSS-V22 و تحلیل کوواریانس تجزیه‌وتحلیل شد.
یافته­ها: نتایج تحلیل کوواریانس نشان داد که طرح درس مبتنی بر راهبردهای تکیه­گاه­سازی آموزشی بر یادگیری و انگیزه پیشرفت مؤثر است، به این صورت که منجر به افزایش یادگیری و انگیزه پیشرفت دانش‌آموزان دارای اختلال یادگیری ریاضی شده است 

کلیدواژه‌ها


عنوان مقاله [English]

utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities

نویسندگان [English]

  • Mahboobeh Arefe 1
  • Soraya khazaei 2
  • Azar Khazai 3
1 Associate Professor, Faculty of Educational Sciences and Psychology, Department of Educational Sciences, University of Shahid Beheshti, Tehran, Iran
2 PhD Student in Information Technology in Higher Education, Shahid Beheshti University and Elementary Teacher in Pardis (Tehran), Tehran, Iran
3 PhD Student in Educational Technology, Allameh Tabatabai University and Elementary Teacher in Noorabad (Lorestan), Tehran, Iran
چکیده [English]

Purpose:
The aim of this research was to study the utilization of instructional scaffolding strategies and determining ther effectiveness on learning and achievement motivation of students with mathematics learning disabilities.
Method:
In This study a pretest-post test quasi expenmental, including a used control group. Statistical universe in cludes all elementary fifth graders(boys) diagnosed With mathematics learning in academic year 96-97 and reforred to learning disabilities conter in khorramabad, receiving due interretions. Study sample consistes of 22 students with mathematics disabilities, elected through available sampling and randomy devided into control and experimental groups (n = 11 per group). in the section through learning teast structured by the researcher and also achievement motivation questionaire Hermence (1970) were used to collect data. In the process of implemention, the experimention group received 8 sessions training (45 minutes each), based on instructional scaffolding strategies, while control group not receive no intervention. The collected data was analyzed by using SPSS-V22 software and analysis of covariance.
Result:
The result Covariance analysis indicated that syllabus based on structional scaffolding strategies was effect on the learning and achievement motivation, in the way that Lead to increased learning and achievement motivation of students with mathematics learning disability (P

کلیدواژه‌ها [English]

  • mathematics disabilities
  • effectiveness
  • achievement motivation
  • instructional scaffolding
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