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ارزیابی کارآمدی بسته آموزشی الگوی محیط یادگیری چندرسانه‌ای بر مهارت‌‌‌های عصب‌روان‌شناختی در دانش‌آموزان پیشرفت تحصیلی پایین در درس ریاضی
حمزه میرزائی1 ، سالار فرامرزی*2 ، مجتبی جهانی فر3 ، امیر مثنوی4
1- دانشگاه اصفهان، اصفهان، ایران
2- دانشگاه اصفهان، اصفهان، ایران ، salarfaramarzi@yahoo.com
3- دانشگاه شهید چمران اهواز، اهواز، ایران
4- دانشگاه فرهنگیان، تهران، ایران
چکیده:   (141 مشاهده)
این پژوهش با هدف ارزیابی کارآمدی بسته آموزشی الگوی محیط یادگیری چندرسانه‌ای بر مؤلفه‌های مهارت‌‌‌های عصب روان‌شناختی در دانش‌آموزان پیشرفت تحصیلی پایین در درس ریاضی انجام شد. روش پژوهش از نوع کمّی با استفاده از روش ‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و دوره پیگیری دوماه بود. جامعه آماری شامل تمامی کودکان با اختلال‌های یادگیری خاص در مقطع تحصیلی سوم و چهارم دبستان در سال تحصیلی 1401-1402 بود که از این میان آن‌ها 30 نفر به ‌عنوان جامعه نمونه انتخاب و درنهایت به‌صورت تصادفی دو گروه 15 نفری (آزمایش و گواه) تقسیم شدند. شرکت‌کنندگان آزمون مهارت‌‌‌های عصب روان‌شناختی کانرز (۲۰۰۴) را برای پیش‌آزمون تکمیل کردند. درنهایت در پایه سوم 20 انیمیشن آموزشی و 59 تمرین و در پایه چهارم 15 انیمیشن آموزشی و 64 تمرین تدوین شد. روایی محتوای بسته آموزشی توسط ۱۰ نفر از متخصصان این حوزه بررسی و تأیید شد. گروه آزمایش، به‌مدت 9 جلسه و هر جلسه بین 45 تا60 دقیقه به ‌صورت حضوری مورد آموزش بسته آموزشی موردنظر قرار گرفتند. در حالی‌که گروه گواه آموزشی دریافت نکرد. داده‌‌‌ها به روش تحلیل واریانس با اندازه‌گیری مکرر با استفاده از نرم‌افزار SPSS 24 تجزیه‌و‌تحلیل شدند. نتایج نشان داد آموزش الگوی محیط یادگیری چندرسانه‌ای از نظر متخصصان دارای روایی محتوایی کافی است. همچنین این بسته بر مشکل‌های توجه، عملکرد حسی‌حرکتی، عملکرد زبان، حافظه و یادگیری، کارکرد‌‌های اجرایی و پردازش شناختی، دانش‌آموزان پیشرفت تحصیلی پایین در درس ریاضی تأثیر داشته‌است (001/0>p). براین اساس بسته آموزشی تدوین‌شده برای مهارت‌‌‌های عصبی روان‌شناختی از محتوای لازم برخوردار بوده و توانسته در کاهش مهارت‌‌‌های عصبی روان‌شناختی دانش‌آموزان پیشرفت تحصیلی پایین در درس ریاضی مؤثر باشد.
واژه‌های کلیدی: الگوی محیط یادگیری چندرسانه‌ای، دانش‌آموزان دارای اختلال یادگیری، مهارت‌‌‌های عصبی روان‌شناختی
     
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1402/11/5 | ویرایش نهایی: 1404/2/26 | پذیرش: 1403/12/9 | انتشار الکترونیک پیش از انتشار نهایی: 1404/2/26
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