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

https://doi.org/10.34785/J012.2020.927

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
Ahmadi Safa, M., & Rozati, F. (2017). The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development. The Journal of Educational Research110(5), 447-456.
Alwahibee, K. M. (2019). The Impact of Scaffolding Techniques on Saudi English-Language Learners’ Speaking Abilities. International Journal of English Linguistics9(5).
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia?. Educational Technology Research and Development56(1), 45-72.‏
Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM47(7), 1047-1065.
Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice3(2), 205-218.
Behrad, B. (2006). Solving the prevalence of learning disabilities in primary school students in IranResearch on Exceptional Children, 18, No. 4,417-436, (Persian).
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development56(4), 401-422.
      Biabangard, E. (2014). Educational Psychology (Psychology of Education and Learning). Publications: Edit, (Persian).
Brownfield, K., & Wilkinson, I. A. (2018). Examining the impact of scaffolding on literacy learning: A critical examination of research and guidelines to advance inquiry. International Journal of Educational Research90, 177-190.
Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer‐based concept mapping with scaffolding aid. Journal of computer assisted learning17(1), 21-33.
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL quarterly26(2), 345-374.
Clark, R. C., & Lyons, C. (2010). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials. John Wiley & Sons.
Cox, W. R. (2018). The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students.‏
Dagoc, D., & Tan, D. A. (2018). Effects of Metacognitive Scaffolding on the Mathematics Performance of Grade 6 Pupils in a Cooperative Learning Environment. International Journal of English and Education7(4), 378-391.
Ebrahimi, M., Alizadeh, H., Ghobari ,B., Baqer, Dastjerdi Kazemi, M., & Bakhtiari, A. (2020). Over-analysis of research based on the model of response to intervention on improving students' academic performance at the risk of mathematical disorder. Learning Disabilities, 10 (1), 7-31. doi: 10.22098 / jld.2020.919
Eslinger, E., White, B., Frederiksen, J., & Brobst, J. (2008). Supporting inquiry processes with an interactive learning environment: Inquiry Island. Journal of Science Education and Technology17(6), 610-617.
Goh, C. C. (2017). Research into practice: Scaffolding learning processes to improve speaking performance. Language Teaching, 50(2), 247-260.
Hooman, H., & Asgari, A. (1997).  preparation and standardization of the motivation test for progress. Journal: Psychological research, 11.(Persian)
Khani, A., & Khaledian, M. (2009). Teaching students learning strategies with the inability to learn intelligently. Exceptional Education Monthly, (95-96), 23-31, (Persian).
Lajoie, S. P., Guerrera, C., Munsie, S. D., & Lavigne, N. C. (2001). Constructing knowledge in the context of BioWorld. Instructional Science29(2), 155-186.
Lantolf, J.(2001). Introducing sociocultural theory. In J. Lantolf (Ed.), Sociocultural Theory and Language Learning (pp. 23-26). New York: Oxford University Press.
Lu, J., Lajoie, S. P., & Wiseman, J. (2010). Scaffolding problem-based learning with CSCL tools. International Journal of Computer-Supported Collaborative Learning5(3), 283-298.‏
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Pres.
McCloskey, M.L., Stack, L. Orr, J. K., & Kleckova, G. (2010). Scaffolding Academic Language for English Learners: What, Why, How? Washington, DC: US Department of State.40-41.
Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning & Technology9(1), 46-59.
Mosaic, A., Valinejad, W., & Shirkrami, F. (2015). Investigating the prevalence of learning disabilities in elementary school students, first National Conference on Islamic Humanities, (Persian).
Narimani, M.,  Rajabi, S., Afrooz, G, A., & Samadi, H. (2011). A study of the effectiveness of learning disabilities centers in Ardabil province in improving the symptoms of students' learning disabilities. Journal of Learning Disabilities. 1 (1),129 -128, (Persian).
Nguyen, M. (2013). EFL students’ reflections on peer scaffolding in making a collaborative oral presentation. English Language Teaching, 6, 105–115.
Park, S., & Lim, J. (2007). Promoting positive emotion in multimedia learning using visual illustrations. Journal of Educational Multimedia and Hypermedia16(2), 141-162.
Pata, K., Lehtinen, E., & Sarapuu, T. (2006). Inter-relations of tutor’s and peers’ scaffolding and decision-making discourse acts. Instructional Science34(4), 313-341.
Peterson, T. (2019). Learning Disabilities Statistics and Prevalence, Healthy Place. Retrieved on 2020, June 4 from https://www.healthyplace.com /parenting/learning-disabilities/learning-disabilities-statistics-and-prevalence.
Pourjamshidi, M., Zanganeh, H., & Momenirad, A. (2014). Instructional Scaffolding and its Impact on Learning Persian Language
Rahimi Doust, H.,  Nowruz, D., Fardanesh, H., & Amir Teymouri, M. (2012). Computer-based learning support framework for solving computer-based problems. Journal of Educational Sciences, Shahid Chamran University of Medical Sciences, Ahvaz. No. 1. Pages 243-268, (Persian).
Sadock, B. J., & Sadock, V. A. (2011). Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry. Lippincott Williams & Wilkins.‏
Saif, N.,  Ezatullah, M., & Ezatullah, N. (2011). Special learning disabilities. Tehran: Arasbaran Publications, (Persian).
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem‐based learning: what works and why. Medical education45(8), 792-806.
Silver, C. H., Ruff, R. M., Iverson, G. L., Barth, J. T., Broshek, D. K., Bush, S. S., & Planning Committee. (2008). Learning disabilities: The need for neuropsychological evaluation. Archives of Clinical Neuropsychology23(2), 217-219.
Simons, K. D., & Klein, J. D. (2007). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional science35(1), 41-72.
Smith, W., Butcher, E., Litvin, S. W., & Frash, R. (2015). Incorporating an instructional scaffolding approach into the classroom: Teaching for authentic learning in hospitality and tourism education. Journal of Teaching in Travel & Tourism15(3), 264-277‏.
Valanides, N., & Angeli, C. (2008). Distributed cognition in a sixth-grade classroom: An attempt to overcome alternative conceptions about light and color. Journal of Research on Technology in Education40(3), 309-336.
Van de Pol, J. Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. doi:10.1007/s10648-010-9127-6.
Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora3(3), 227-233.
Wallace, G., McLaughlin, J., Manshiatusi, M., Lotfabadi, H., & Kamiabi, J. (1997). Learning disabilities concepts and features. Astan Quds Razavi, Cultural Deputy
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism9(2), 159-180.
Wood, D., Bruner, J. S., &  Ross, G. (1976). 'The role of tutoring in problem solving,' J. Child Psychol. Psychiat., 17, 89-100.
Wouters, P., Paas, F., & van Merriënboer, J. J. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research78(3), 645-675.
Wu, H. L. (2011). Scaffolding in technology-enhanced science education (Doctoral dissertation, Texas A & M University).
Zorofi, M. (2010). The Study of Students’ Mathematics Lesson Learning Quality. Procedia-Social and Behavioral Sciences8, 505-511