اثربخشی چندرسانه‌ای آموزشی مطالعات اجتماعی بر پیشرفت تحصیلی و رشد مهارت‌های اجتماعی دانش‌آموزان کم توان ذهنی
محورهای موضوعی :
روانشناسی
مریم بهنام مقدم
1
(
کارشناس ارشد تکنولوژی آموزشی، دانشگاه اراک، اراک، ایران
)
سعید موسوی پور
2
(
استادیار گروه علوم تربیتی و روانشناسی، دانشگاه اراک، اراک، ایران
)
تاریخ دریافت : 1395/02/21
تاریخ پذیرش : 1395/08/13
تاریخ انتشار : 1395/08/01
کلید واژه:
پیشرفت تحصیلی,
کم‌توان ذهنی,
آموزش‌پذیر,
چندرسانه‌ای آموزشی مطالعات اجتماعی,
رشد مهارت‌های اجتماعی,
چکیده مقاله :
پژوهش حاضر، با هدف بررسی اثربخشی چندرسانه ای آموزشی مطالعات اجتماعی، بر پیشرفت تحصیلی و رشد مهارت‌های اجتماعی دانش‌آموزان دختر کم توان ذهنی آموزش‌پذیر پایه پنجم ابتدایی شهر اراک در سال 1393 صورت گرفت. روش پژوهش از نوع شبه تجربی دارای پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان دختر کم توان ذهنی آموزش‌پذیر پایه پنجم ابتدایی شهر اراک بود. نمونه آماری شامل 20 نفر از دانش‌آموزان دختر کم توان ذهنی آموزش‌پذیر آموزشگاه استثنایی مهندس امیر ابراهیمی فخار شهر اراک بود که به صورت تصادفی در دو گروه 10 نفره آزمایش وگواه تقسیم‌بندی شد. ابزارهای این پژوهش شامل چندرسانه ای آموزشی مطالعات اجتماعی، پرسش‌نامه مهارت‌های اجتماعی و آزمون پیشرفت تحصیلی بود. داده‌ها با استفاده از آمار توصیفی و آمار استنباطی شامل آزمون t مستقل و وابسته و به کمک نرم‌افزار SPSSمورد تجزیه و تحلیل قرارگرفت. یافته‌ها نشان داد که آموزش از طریق چندرسانه ای آموزشی تولید شده در درس مطالعات اجتماعی بر پیشرفت تحصیلی و رشد مهارت‌های اجتماعی آزمودنی‌های گروه آزمایش به‌طور معنی‌داری تأثیر داشت. لذا توصیه می‌شود از چندرسانه ای آموزشی تولید شده در کنار آموزش سنتی جهت پیشرفت تحصیلی و رشد مهارت‌های اجتماعی دانش‌آموزان کم توان ذهنی استفاده کرد.
چکیده انگلیسی:
The aim of the present study was investigating the efficiency of social studies educational multimedia on the educational achievements and social skills development of educable disabled fifth-grade female students’ in Arak in 2014. The research method was quasi-experimental with pretest-posttest and control group. Statistical population was all educable disabled fifth-grade female students’ in Arak. The sample consisted of 20 educable disabled female students in the fifth grade of Amir-Ebrahimi Fakhar exceptional primary school in Arak. They were divided randomly into two groups (control and experimental); each consisting of 10 persons. The instruments included educational multi-media for social studies, social skills questionnaire and achievement test. Data analysis using descriptive and inferential statistics (independent and dependent t test) using SPSS was conducted. Based on the findings, teaching through learning multi-media produced for social studies had a meaningful effect on the academic achievement and development of social skills in the experimental group. Results suggest that we can use multi-media materials beside traditional education for educational achievement and development of social skills in the disabled students.
منابع و مأخذ:
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Keshavarz, S., & Barghi, E. (2009). Special education orientation. Journal of Special Education, 91, 3-9. (in Persian).
Mayer, R. E. (2005). Principles for redusing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In Mayer, R. E. (ed.), The Cambridge Hand Book of Multimedia Learning. (pp.183-200). Newyork: Cambridge University Press.
Milanifar, B. (2012). Exceptional children and adolescents. Tehran: Ghomes. (in Persian).
Segrin, A. (1999). Implementing IDEA: A guide for principals. Association for Exceptional Children, Arlington, va.special Education Programs. (Chapter of school climate), 37-40.
Seif, A. A. (2013). Educational psychology (5th ed.). Tehran: Agah Publication. (in Persian).
Sivin-Kachala, J. (1998). Effects of technology on student achievement. (Report on the effectiveness of technology in schools, 1990-1994: Executive summary). New York, N.Y.: Interactive Educational Systems Design, Inc. (ERIC Document Reproduction Service No. ED371726).
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Afrooz, G. A. (2012). An introduction to psychology and education of exceptional children. Tehran University Publication: Tehran. (in Persian).
Amiri, F. (2010). Producing educational multimedia and its effect on disabled female third-grade students’ learning. Master Thesis, Faculty of Education and Psychology, Arak University. (in Persian).
Bahmanzadegan Jahromi, M., Yarmohammadian, A., & Moosavi, H. (2010). The effect of social skills training on autistic behavior and social development in children with autism. Journal of New Findings in Psychology, 3(9), 79-93. (in Persian).
Cartledge, G., & Milburn, J. F. (2007). Teaching social skills to children and youth: Innovative approaches. (Translated by Nazarinezhad, M. H.). Mashhad: Behnashr Publication. (in Persian).
Cheng, Y. (2010). Exploring the social competence of student with autism spectrum conditions in a collaborative virtual learning environment-the pilot study. Computer & Education, 54, 1068-1077.
Clovert, S. (1999). Brief report: Vocabulary acquisition for children with autism: teacher or campuuterinstruchtion. Journal of Autism and Developmental Disorder, 39, 357-362.
Colman, M. B. (2009). PowerPoint is not just for business presentations and college lectures: Using PowerPoint to enhance instruction for students with disabilities. TEACHING Exceptional Children Plus, 6(1). Retrieved from http://www.eric.ed
Edyburn, D. L. (2006). Assistive technology and mild disabilities: Assistive technology and mild disabilities. Special Education Technology Practice, 8(4),18-28.
Ganji, M. (2014). Psychology of exceptional children based on the DSM-5. Tehran: Nashr Savalan. (in Persian).
Ghobari Bonab, B., & Band Hosseinkhanzadeh, A. (2009). Psychology and education of children with intellectual disability. Tehran: Danjeh Publication. (in Persian).
Hoppe, S. E. (2004). Improving transition behavior in students with disabilities using a multimedia personal development program: Check & connect. Tech Trends, 48(6), 43-46.
Jafarkhani, F. (2009). The effects multimedia on English language learning and retention in low vision third grade high school students. Master Thesis, Faculty of Education and Psychology, Islamic Azad University. (in Persian).
Kenji, R., & Bethlehem, U. (2002). Task engagments & mathematics performance in children with attention-defict hyperactitvity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17(3), 242-257.
Keramati, M. R. (2008). Impact on the development of collaborative learning social skills and academic achievement in math. Psychology and EducationalSciences at Tehran University, 37(1), 39-59. (in Persian).
Keshavarz, S., & Barghi, E. (2009). Special education orientation. Journal of Special Education, 91, 3-9. (in Persian).
Mayer, R. E. (2005). Principles for redusing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In Mayer, R. E. (ed.), The Cambridge Hand Book of Multimedia Learning. (pp.183-200). Newyork: Cambridge University Press.
Milanifar, B. (2012). Exceptional children and adolescents. Tehran: Ghomes. (in Persian).
Segrin, A. (1999). Implementing IDEA: A guide for principals. Association for Exceptional Children, Arlington, va.special Education Programs. (Chapter of school climate), 37-40.
Seif, A. A. (2013). Educational psychology (5th ed.). Tehran: Agah Publication. (in Persian).
Sivin-Kachala, J. (1998). Effects of technology on student achievement. (Report on the effectiveness of technology in schools, 1990-1994: Executive summary). New York, N.Y.: Interactive Educational Systems Design, Inc. (ERIC Document Reproduction Service No. ED371726).
Special Education Agency. (2013). Special education performance report. Tehran: Green Frazandish. (in Persian).
Zamani, B., & Afkhami Kheirabadi, A. (2006). New strategies for using information and communication technologies in science education. Iranian Journal of Engineering Education, 32(8), 105-131. (in Persian).
