بررسي تأثير فعاليت‌هاي بدني و مهارت‌هاي ادراكي - حركتي بر يادگيري مفاهيم رياضي در كودكان با ناتواني‌هاي يادگيري عصبي - روان‌ شناختي تحولي

Physical activities and perceptual motor ability effect on learning math concepts in children with neuropsychological learning disabilities

هدف: مبدأ تمام اعمال، حركت است. حركت ستون يادگيري انسان است. هدف از پژوهش حاضر بررسي تأثير فعاليت‌هاي بدني منتخب و مهارت‌هاي ادراكي-حركتي بر يادگيري مفاهيم رياضي در كودكان با ناتواني‌هاي يادگيري عصبي-روان‌شناختي تحولي پيش از دبستان بود. روش‌بررسي: پژوهش حاضر مطالعه‌اي از نوع آزمايشي بود. جامعهٔ آماري در اين پژوهش تمامي كودكان پيش‌دبستاني 5 تا 6‌سالهٔ مهد‌كودك‌ها و مراكز پيش‌دبستاني شهرستان بابل در سال 1392 بودند. بر اين اساس 45‌نفر (از طريق نمونه‌گيري در دسترس) به‌عنوان نمونه انتخاب شده و در سه گروه 15‌نفرهٔ كنترل و آزمايش قرار گرفتند. گروه آزمايش برنامهٔ تمريني منتخب و مهارت‌هاي ادراكي-حركتي را مدت 15‌جلسه اجرا كردند. در اين مدت گروه كنترل به فعاليت‌هاي معمول خود مي‌پرداختند. در پايان جلسهٔ پانزدهم از هر دو گروه پس‌آزمون به عمل آمد. برنامهٔ حركتي و مهارت‌هاي ادراكي-حركتي شامل 45‌دقيقه در هر جلسه بود. ابزار اندازه‌گيري در اين تحقيق شامل آزمون رياضيات ايران كي‌مت و آزمون عصب-روان‌شناختي كانرز بود. اطلاعات به‌دست‌آمده با كمك SPSS نسخهٔ 19 تجزيه‌و‌تحليل شد. يافته‌ها: بين ميانگين پيش‌آزمون و پس‌آزمون يادگيري مفاهيم رياضي در كودكان تفاوت معنا‌دار بود (0٫004=p). همچنين مداخلات آموزشي )تمرين بدني منتخب و مهارت‌هاي ادراكي-حركتي) موجب تفاوت معنادار بين گروه‌هاي آزمايش و كنترل در يادگيري مفاهيم رياضي شده است (0٫006=p). نتيجه‌گيري: نتايج اين تحقيق بيانگر اين بود كه مهارت‌هاي ادراكي-حركتي در مقايسه با تمرينات بدني منتخب، تأثير بيشتري در رشد مفاهيم رياضي در كودكان دارد و مي‌تواند به‌عنوان عاملي مهم در جهت توسعهٔ مفاهيم رياضي به كار رود.

Objective: Movement is the cause of all actions. Movement is the column of human learning. This study aims to study the effects of selected physical activities and perceptual motor ability on learning math conception in pre-school children with neuropsychological learning disabilities. Methods: This study is an experimental survey conducted with pre-test and post -test and using control group. The subjects of this study included all 5-6 year-old children of kindergartens and pre-school centers of Babol, in 2013. Accordingly, 45 patients were (by sampling) selected in three groups of 15 subjects in the control and experimental groups. The children in three groups (15 people) and control (group exercise and perceptual motor skills) were randomly selected .Group exercise program selected physical activities perceptual skills to run for 15 sessions. At this time, the control group began their usual activities. At the end of the 15th session, both groups were assessed. Perceptual-motor movement skills program consists of 45 minutes per session. Measuring tool in the study of keyment mathematics test and Conner’s neuropsychological test. In order to analyze the data, descriptive statistics, statistical indicators descriptive and inferential statistics, the reliability of the data distribution and homogeneity of variance groups as well as analysis of covariance was used .The data obtained were analyzed using SPSS-19. Results: The average age of participants in the experimental group (move app) was 6.6, the experimental (perceptual-motor skills) 6.8 and 6.9 the control group. The mean pre-test and post-test, significant differences were found in children learning math concepts (p=0.004). The educational interventions (perceptual-motor skills and physical exercise selected) the cause of a significant difference on Learning math concepts between the control and experimental groups (p =0.006). The average scores show that perceptual motor skills exercise greater influence than the elected. The statistical power of 97.0 units, respectively, indicating the sample size is sufficient. The average score on the posttest learning mathematical concepts experimental groups increased. Also, before doing statistical analysis and compared with the groups using ANOVA showed a significant difference between the groups was not significant between the pre-test learning mathematical concepts (p=0.128). Conclusion: These findings suggest that the perceptual-motor skills exercises have greater influence than the physical ones do on the development of the mathematical concepts in children and they can be used as an important factor in the development of mathematical concepts. The results of this study showed that the application of the selected motor and perceptual-motor skills as a non-medical method to improve math learning in children with neurological disorders - are very effective psychological and mathematical concepts for children learning more enjoyable and comfortable.