اثربخشی تکنیک کلمات هم‌خانواده بر کاهش خطاهای املایی ناشی از دشوار‌‌ی‌های الفبای زبان فارسی در دانش‌آموزان پایه چهارم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تکنولوژی آموزشی، دانشگاه تربیت مدرس، تهران، ایران.

2 .دکترای مدیریت آموزشی، آموزشوپرورش ناحیه 4 اهواز، خوزستان، ایران

3 دکتری تکنولوژی آموزشی، دانشگاه فرهنگیان اندیمشک، خوزستان، ایران

چکیده

پژوهش حاضر به‌منظور بررسی تأثیر تکنیک کلمات هم‌خانواده بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در پایه چهارم ابتدایی انجام گرفت. جامعه آماری در این پژوهش شبه‌آزمایشی، دانش‌آموزان پسر پایه چهارم دبستان شهر تهران در سال تحصیلی 99-98، و نمونه مورد مطالعه، دو کلاس 35 نفری بودند که بر اساس نمونه‌گیری در دسترس انتخاب شدند و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار مورد استفاده این پژوهش "آزمون درس املا" بود. به‌منظور تجزیه‌‌و‌تحلیل اطلاعات از تحلیل کواریانس یک‌راهه استفاده شد. طرح پژوهش از نوع شبه‌آزمایشی با پیش‌آزمون و پس‌آزمون با گروه گواه بود، که پس از انتخاب تصادفی گرو‌ه‌های آزمایشی و گواه، مداخله آزمایشی (تکنیک کلمات هم‌خانواده) روی گروه آزمایش به مدت 7جلسه 50 دقیقه‌ای و دوبار در هفته اجرا گردید. پس از اتمام برنامه آموزشی از هر دو گروه پس‌آزمون املا گرفته شد. نتایج تحلیل‌کواریانس نشان داد که تکنیک کلمات بر کاهش خطاهایی املایی ناشی از دشواری الفبای زبان فارسی در مقطع ابتدایی مؤثر است (05/0>p). بنابراین از آنجایی که این تکنیک می‌تواند خطاهای املایی ناشی از دشواری الفبای زبان فارسی را به طور معنی‌داری کاهش می‌دهد ضروری است که معلمان توجه ویژه‌ای به مقوله‌ی کلمات هم‌خانواده و اهمیت آن در املا داشته باشند. همچنین لازم است در درس فارسی کلمات هم‌خانواده هر درس را استخراج کنند و دانش‌اموزان را به مطالعه بیشتر آنها ترغیب کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effectiveness of etymology of words to reduce spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary students

نویسندگان [English]

  • Heshmatollah Nazari 1
  • Abdolzahra Timas 2
  • Hamid Khadem-masjedi 3
1 .PhD student in Instructional Technology, Tarbiat Modares University, Tehran, Iran.
2 PhD in Educational curriculum, 4th school district, Ahvaz, Khouzestan, Iran
3 PhD in Instructional Technology, Farhangian University Center, Andimeshk, Khouzestan, Iran
چکیده [English]

The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in 4th grade elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.
The present study aimed at determining the efficacy of etymologic words on reducing spelling errors due to difficulties in the alphabet of Persian language in elementary school. The subjects of this semi-experimental study were two classes (containing 35 male 4rd-grade elementary schoolers) of one school in Tehran that according to Convenient Sampling technique were selected to experimental and control groups. The experimental group, then, learned through etymologic words technique for seven continuous weeks, while the control group received no intervention/treatment. A dictation test used as tool. This test was a valid (formal validity) and reliable test. Data were analyzed using analysis of covariance. The results showed that in post-test, the mean of the experimental group significantly is more than the control group. Also, the results of the analysis of covariance revealed that using etymologic words in dictation leads to reducing spelling errors (p<0/05). Taking into account the importance and effectiveness of etymologic words in reducing spelling errors of an elementary schooler, it seems necessary to carry out similar researches and to inform both teachers and student about the effectiveness of the technique.

کلیدواژه‌ها [English]

  • etymologic words
  • dictation
  • spelling errors
  • 4th grade male students
  • elementary student

مراجع

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