تأثیر چندرسانه‌ای آموزشی بر رشد مهارت‌های اجتماعی دانش‌آموزان کم‌توان ذهنی پایه پنجم ابتدایی شهر تهران

محورهای موضوعی : فن‎آوری اطلاعات

رحیم مرادی ¹ (کارشناس‌ارشد تکنولوژی آموزشی دانشگاه علامه طباطبایی)
پرویز شریفی درآمدی ² (دانشیار گروه روانشناسی و آموزش کودکان استثنایی دانشگاه علامه طباطبایی)
اسماعیل زارعی زوارکی ³ (استادیار و مدیر گروه تکنولوژی آموزشی دانشگاه علامه طباطبایی)

تاریخ دریافت : 1392/04/14 تاریخ پذیرش : 1393/05/25 تاریخ انتشار : 1392/08/10

کلید واژه: چندرسانه‌ای آموزشی, مهارت‌های اجتماعی, دانش‌آموزان کم‌توان ذهنی,

چکیده مقاله :

پژوهش حاضر، با هدف بررسی تأثیر آموزش چندرسانه‌ای بر رشد مهارت‌های اجتماعی دانش‌آموزان کم‌توان ذهنی پایه پنجم ابتدایی شهر تهران، صورت پذیرفته است. روش تحقیق، از نوع شبه آزمایشی و جامعه آماری، شامل کلیه دانش‌آموزان کم‌توان ذهنی پایه پنجم ابتدایی شهر تهران بود، که با استفاده از روش نمونه‌گیری در دسترس 16 نفر از دانش‌آموزان انتخاب و به صورت تصادفی به دو گروه کنترل و آزمایش تقسیم شدند. ابزار جمع‌آوری داده‌ها در این پژوهش، پرسش‌نامه‌ یادگیری مهارت‌های اجتماعی بود. گروه آزمایش طی هشت جلسه با استفاده از نرم‌افزار چندرسانه‌ای محقق‌ساخته آموزش دیدند، ولی گروه کنترل با روش سنتی (سخنرانی) آموزش دیدند. به‌منظور بررسی تغییرات حاصل، ابتدا یک پیش‌آزمون بر روی هر دو گروه اجرا شد. پس از اجرای پیش‌آزمون، گروه آزمایش در معرض متغیر مستقل (آموزش چندرسانه‌ای)، قرار گرفت و از هر دو گروه پس‌آزمون به‌عمل آمد. برای تجزیه و تحلیل داده‌های پژوهش از روش‌های آماری در دو سطح توصیفی (شاخص‌های مرکزی و پراکندگی) و استنباطی (تحلیل کواریانس) استفاده شده است. به‌طور کلی، نتایج به‌دست آمده از این پژوهش، برتری میزان رشد مهارت‌های اجتماعی دانش‌آموزانی را نشان داد که مطالب را از طریق چندرسانه‌ای آموزشی دریافت کردند.

چکیده انگلیسی:

The aim of the present research was to study the effect of instructional multimedia on social skills development in mentally disabled grade five primary students in Tehran. The research method was quasi-experimental. The statistical society included all mentally disabled students in the fifth grade school in Tehran that were divided into two control and test groups selected via accessible sampling. The social skills learning questionnaire was the data collecting tool in the research. For eight sessions, the test group was trained using researcher-made multimedia software and the control group was trained with traditional method (lecturing). To evaluate resultant changes, a pre-test was conducted on both groups. After pre-test, the test group was exposed to the independent variable, i.e., multimedia instruction, and a post-test was performed on both groups. To analyze the data, statistics methods were used both in descriptive and inferential levels. The results indicated that the social skills development was higher in students that have received material through instructional multimedia.

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