مقایسه اثربخشی یادگیری سنتی و یادگیری الکترونیکی بر نارسا نویسی دانش‌آموزان پایه اول
محورهای موضوعی : آموزش و پرورش
سپیده صفرپور دهکردی
1
(گروه تکنولوژی آموزشی،واحد شیراز،دانشگاه آزاد اسلامی،شیراز ،ایران)
معصومه صالحی فر
2
(گروه تکنولوژی آموزشی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.)
کلید واژه: یادگیری الکترونیکی, نارسانویسی, یادگیری سنتی, دانش‌آموزان پایه اول ابتدایی,
چکیده مقاله :
مقدمه و هدف: این پژوهش با هدف بررسی مقایسه اثربخشی یادگیری سنتی و یادگیری الکترونیکی بر نارسا نویسی دانش‌آموزان پایه اول شهر شیراز انجام شد. روش شناسی پژوهش: روش پژوهش از نوع علی مقایسه ای بود. جامعه آماری پژوهش حاضر را تمامی دانش‌آموزان پایه اول شهر شیراز در سال تحصیلی 1401-1400 تشکیل دادند که تعداد آنها با رجوع به اداره آموزش و پرورش شهر شیراز حدود 3500 نفر برآورد شده است. 30 نفر از دانش‌آموزان مورد مطالعه (15 نفر گروه آزمایش و 15 نفر گروه کنترل)، به روش نمونه‌گیری هدفمند به عنوان نمونه انتخاب شدند. ابزار مورد استفاده در این پژوهش، پرسشنامه محقق ساخته نارسانویسی بوده است. روایی صوری و محتوایی پرسشنامه توسط خبرگان و اهل فن و پایایی با روش آلفای کرونباخ مورد تأیید قرار گرفت. برای تحلیل داده‌ها از آمار توصیفی (میانگین و انحراف استاندارد) و از آمار استنباطی (تی تک نمونه و تی گروه های مستقل) استفاده شد. یافته ها: نتایج پژوهش حاکی از آن بود که بین میانگین نمرات نارسانویسی در دو گروه یادگیری سنتی و یادگیری الکترونیکی تفاوت معناداری وجود دارد. بحث و نتیجه گیری: نتایج نشان داد که دانش‌آموزانی که به روش یادگیری سنتی به آنها آموزش داده شد، به دلیل ارتباط مستقیم معلم با دانش‌آموز دارای اختلال، نارسانویسی کمتر از دانش‌آموزانی بود که به روش یادگیری الکترونیکی آموزش دیدند.
Introduction: This research was conducted with the aim of comparing the effectiveness of traditional learning and electronic learning on poor writing skills of first grade students in Shiraz city. research methodology: The research method was of comparative causal type. The statistical population of the current study was made up of all the first grade students of Shiraz city in the academic year of 2021-2022, whose number is estimated to be around 3500 people by referring to the Education Department of Shiraz city. Thirty of the students under the study (15 in the experimental group and 15 in the control group) were selected as a sample through purposive sampling method. The tool used in this research was a researcher-made questionnaire on dysgraphia. The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (T single sample and independent T groups) were used to analyze the data. Findings: The results of the research indicated that there is a significant difference between the average grades of dysgraphia in the two groups of traditional learning and electronic learning. Conclusion: The results indicated that the students who were taught by the traditional learning method had less dysgraphia than the students who were taught by the electronic learning method due to the direct communication between the teacher and the student with the disorder.
_||_
References
Agaliotis, I., & Kalyva, E. (2019). Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students. International Education Studies, 12(2), 45-56.
Ahmady, G., Nakhostin-Ruhi, N. (2014). Investigation of the differentiation of blended learning with electronical learning and traditional learning (face to face) in teaching mathemats. Journal of School Psychology, 3(2), 7-26. ]In Persian[
Alipour katigarie, S., Heidari, H., narimani, M., Davoodi, H. (2019). Comparison of the effectiveness of Traditional and E-learning Teaching Methods in Educational Engagement, Educational Self-Efficacy and Self-Controlling of Students. Journal of School Psychology, 8(2), 72-90. ]In Persian[
Alghabban, W. G., & Hendley, R. (2020). Adapting E-Learning to Dyslexia Type: An Experimental Study to Evaluate Learning Gain and Perceived Usability. In International Conference on Human-Computer Interaction (pp. 519-537). Springer, Cham.
Atiyah, J. M., El Sherbiny, M. M., & Guirguis, S. K. (2015). Evaluation of E-Learning Program versus Traditional Education Instruction for Undergraduate. International Journal of Advanced Research in Science, Engineering and Technology, 2(7), 776-786.
Berninger, H. (2020). Coding the Sentences in writing. Journal of Writing,
28, 886-889.
Chen, Y. (2021). The Influence of the Traditional Teaching Approach Transfer to Flipped Classroom Approach on Dyslexia. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 340-346). Atlantis Press.
Fahim, H. (2014). Dyslexia among male and female students of Jask city in the academic year 93-94. Second National Conference of Psychology and Educational Sciences, Islamic Azad University, Shadgan Branch. ]In Persian[
Hraste, M., De Giorgio, A., Jelaska, P. M., Padulo, J., & Granić, I. (2018). When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry. PLoS One, 13(8), e0196024.
Jabbari, K., Imanzadeh, A., Ahmadzadeh Poornaki, R., & Hamrahzadeh, M. (2017). Comparison of the effect of e-learning with traditional method of teaching on student's english language learning skills. Information and Communication Technology in Educational Sciences, 7(3 (27)), 127-143 ]In Persian[
Jafari, L.; Mehrad Sadr, M. & Dehghani Ahmedabad, Z. (2018). Comparing the effectiveness of Sina's educational method and the combination of phonemes in correcting the dyslexia of children with learning disabilities in the second and third grades of elementary school. Exceptional Children Quarterly, 19 (3), 93-104. ]In Persian[
Kamran, A., Moghtadaie, K., Abdali, Z., & Salamat, M. (2017). The effectiveness of attention training on improving the academic performance of students with spelling learning disabilities. ]In Persian[
Karande, S., Mahajan, V., & Kulkarni, M. (2016). Recollections of learning-disabled adolescents of their schooling experiences: A qualitative study. Indian journal of medical sciences, 63(9), 382.
Karimi, H.; Saburi, Gh.; Ghasemi Khedari, A. & Nemati, Z. (2018). The effectiveness of Frostig's advanced perceptual-visual activities on improving the reading of students with special dyslexic learning difficulties: a single-subject study. Exceptional Children Quarterly, 19 (3), 115-128. ]In Persian[
Keshavarzi, F., & Shojaee, S. (2015). The Effectiveness of Self-Instruction Skills Training on Handwriting Problems of Boy Students Having Specific Learning Disability with Dysgraphia Type. Psychology of Exceptional Individuals, 5(19), 150-165. ]In Persian[
Lessani, A., Yunus, A., & Bakar, K. (2017). Comparison of new mathematics teaching methods with traditional method. People: International Journal of Social Sciences, 3(2), 1285-1297.
Mahayukti, G. A. (2018). The effectiveness of mathematics software aided learning tool with performance assessment on student independence and student learning outcomes. In Journal of Physics: Conference Series (Vol. 1040, No. 1, p. 012029). IOP Publishing.
Mahmoudi, M., & Karimi, A. (2017). Comparing electronic and traditional education in terms of improving academic achievement in different elementary subjects. National conference of new achievements of the world in education, psychology, law and cultural-social studies, Khoi. ]In Persian[
Mansoornejad, Z.; Kajbaf, M. B. & Molavi, H. (2011). The effect of Fernald's multi-sensory training on dyslexia and spelling in second grade elementary school students. New Findings in Psychology (Social Psychology), 7(24), 111-99. ]In Persian[
Najafi, H. (2019). Comparing of the effect of blended and traditional teaching on learning. Research in Medical Education, 11(2), 54-63. ]In Persian[
Nazari, Z., & barzegar, K. (2019). The effectiveness of self-regulated learning
education on Executive functions of dyslexic students. Psychology of Exceptional Individuals, 6(24), 181-203. ]In Persian[
Shabani, H. (2014). Educational and educational skills (teaching methods and techniques). Tehran: Publications of Organization for the Study and Compilation of Humanities Books (Samt). ]In Persian[
Thiel, L. (2019). Applying therapies and technologies to the treatment of dysgraphia: combining neuropsychological techniques and
compensatory devices to enhance use of writing via the internet. The University of Manchester (United Kingdom).
Wang, R., Chen, L., & Solheim, I. (2020). Modeling dyslexic students’ motivation for enhanced learning in E-learning systems. ACM Transactions on Interactive Intelligent Systems (TiiS), 10(3), 1-34.
Wang, R., Chen, L., Ayesh, A., Shell, J., & Solheim, I. (2019). Gaze-Based Assessment of Dyslexic Students' Motivation within an E-Learning Environment. In 2019 IEEE SmartWorld, Ubiquitous Intelligence & Computing, Advanced & Trusted Computing, Scalable Computing & Communications, Cloud & Big Data Computing, Internet of People and Smart City Innovation (Smart World/ SCALCOM/ UIC/ATC /CBDCom/ IOP/ SCI) (pp. 610-617). IEEE.
Zhang, J., Wang, Y., Yuan, Z., & Jin, Q. (2019). Personalized real-time movie recommendation system: Practical prototype and evaluation. Tsinghua Science and Technology, 25(2), 180-191.
