تأثیر آموزش به سبک محاوره‌ای از طریق چندرسانه‌ای بر افزایش مهارت ارتباطی دانش‌آموزان دختر کم شنوا

محورهای موضوعی : فن‎آوری اطلاعات

آذر خزائی ¹ (کارشناس ارشد تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران)
محمدرضا نیلی ² (دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران)
پرویز شریفی درآمدی ³ (دانشیار گروه روان‌شناسی استثنایی، دانشگاه علامه طباطبایی، تهران، ایران)

تاریخ دریافت : 1393/04/15 تاریخ پذیرش : 1393/09/07 تاریخ انتشار : 1393/11/12

کلید واژه: مهارت‌های ارتباطی, چندرسانه‌ای آموزشی, سبک محاوره‌ای, کودکان کم‌شنوا,

چکیده مقاله :

پژوهش حاضر، به‌منظور بررسی تأثیر آموزش به سبک محاوره‌ای از طریق چندرسانه‌ای بر افزایش مهارت‌های ارتباطی دانش‌آموزان دختر کم‌شنوا مقطع ابتدایی شهر تهران در سال تحصیلی 93-1392 صورت پذیرفته است. روش تحقیق، از نوع شبه آزمایشی بود. جامعه آماری شامل کلیه دانش‌آموزان کم‌شنوا پایه ششم ابتدایی شهر تهران بود. با استفاده از روش نمونه‌گیری در دسترس 15 نفر از دانش‌آموزان به‌عنوان نمونه انتخاب و به‌صورت تصادفی در دو گروه کنترل و آزمایش قرار گرفتند. ابزار جمع‌آوری داده‌ها، پرسش‌نامه سنجش مهارت ارتباطی عطارها بود. ابتدا، یک پیش‌آزمون بر روی هر دو گروه اجرا شد؛ سپس گروه آزمایش، طی هفت جلسه با استفاده از نرم‌افزار چندرسانه‌ای محقق‌ساخته آموزش دیدند و گروه کنترل به ‌دور از متغیر مستقل آموزش دیدند. به‌منظور بررسی تغییرات، از هر دو گروه پس‌آزمون به عمل آمد. برای تجزیه و تحلیل داده‌ها، از روش‌های آماری در دو سطح توصیفی (شاخص‌های مرکزی و پراکندگی) و استنباطی (تحلیل کوواریانس تک متغیری) استفاده‌ شد. به‌طورکلی، نتایج به‌دست‌آمده از این پژوهش برتری رشد مهارت ارتباطی دانش‌آموزانی را نشان داد که مطالب را به سبک محاوره‌ای از طریق چندرسانه‌ای دریافت کردند.

چکیده انگلیسی:

This research aimed to investigate the effect of conversational teaching style through multimedia in increasing the communicational skills of impaired hearing female students at primary schools in Tehran in academic year 2013-2014. The method of the study was quasi- experimental. The statistical population was all the students with hearing problem in sixth grade of elementary schools in Tehran. 15 students were chosen by accessible sampling method and they were randomly divided into control and experimental groups. The data collecting tool was Attarha communicational skills questionnaire. First, a pretest was performed to both groups. Then the experimental group was trained with researcher-made multimedia software in seven sessions while the control group was kept away from independent variable. In order to measure the changes, both groups were given a posttest. To analyze the data, the statistical methods at two levels of descriptive (central and scattering) and inferential (univariate covariance analysis) were used. Overall, the results of the study revealed the higher improvement of the communication skills of the students who have received materials in conversational style through multimedia.

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