نوآوری های اخیر در روان‌شناسی

نوآوری های اخیر در روان‌شناسی

تأثیر الگوی طراحی‌آموزشی پنج مرحله‌ای (5E) مبتنی بر شبکه بر خودپنداره تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی

نوع مقاله : پژوهشی اصیل

نویسنده
کارشناسی ارشد مشاوره مدرسه، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
چکیده
این پژوهش با هدف بررسی تأثیر الگوی طراحی­ آموزشی پنج مرحله‌ای (5E) مبتنی بر شبکه بر خودپنداره تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی انجام شد. در یک طرح نیمه آزمایشی با الگوی پیش­ آزمون و پس آزمون با گروه کنترل، تعداد 30 نفر از دانش‌آموزان دوره دوم ابتدایی شهر بروجرد با روش نمونه گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. شرکت کنندگان گروه آزمایش، به مدت 7 جلسه 90 دقیقه‌ای با فاصله یک هفته­ با روش الگوی آموزش پنج مرحله ­ای (5E) مبتنی بر شبکه، آموزش دیدند و گروه کنترل آموزش معلم­ محور را دریافت کردند. گردآوری داده‌ها با آزمون ماتریس‌های پیشرونده ریون (RPM)، پرسشنامه مشکلات یادگیری کلرادو (CLDO)، آزمون تشخیص ایران کی ­مت (IKMDT) و سیاهه خودپنداره تحصیلی (SSCI) انجام شد. تحلیل کواریانس چندمتغیره نشان داد بین دو گروه آزمایش و کنترل در مولفه ­های خودپنداره تحصیلی تفاوت معناداری وجود دارد (0.001>P) و شرکت کنندگان گروه آزمایش در تمامی مولفه­ ها نمره بالاتری داشتند. یافته‌های این پژوهش نشان داد که الگوی طراحی آموزشی پنج مرحله ­ای مبتنی بر شبکه بر خودپنداره تحصیلی دانش­ آموزان دارای اختلال یادگیری ریاضی اثرگذار بوده است.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The Effect of Network-Based Bybee Educational Design Model (5E) on Academic Self-Concept of Students with Math Learning Disabilities

نویسنده English

Reza Sheibanifar
MSc. in School Counseling, Arak Branch, Islamic Azad University, Arak, Iran
چکیده English

The objective of this study was to examine the impact of the network-based 5E instructional model on the academic self-concept of students with mathematical learning disabilities. A quasi-experimental design with a pre-test and post-test pattern was employed, with a control group, and 30 second-grade elementary school students in Borujerd (a city in Iran) were selected using convenience sampling and randomly assigned to two experimental and control groups. The experimental group underwent training utilizing the network-based 5E instructional model over the course of seven 90-minute sessions, with one session occurring each week. The control group received teacher-centered instruction. The data was collected using Raven’s Progressive Matrices (RPM), the Colorado Learning Difficulties Questionnaire (CLDQ), the Iran Key Math Diagnostic Test (IKMDT), and the School Self-Concept Inventory (SSCI). The results of the multivariate analysis of covariance demonstrated a statistically significant difference between the experimental and control groups in the components of academic self-concept (P < 0.001). Furthermore, the participants in the experimental group exhibited higher scores in all components of academic self-concept. The results of this study demonstrated that the network-based 5E instructional model had a significant effect on the academic self-concept of students with mathematical learning disabilities.

کلیدواژه‌ها English

5E instructional model
academic self-concept
math learning disorder
network-based instruction

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