كليدواژه :
يادگيري معكوس , خود كارآمدي تحصيلي , يادگيري درس رياضي , ناتواني يادگيري
چكيده فارسي :
زمينه و هدف: يكي از روش‌هاي مؤثر در آموزش مفاهيم گوناگون به دانش‌آموزان داراي ناتواني يادگيري، استفاده از روش‌هاي يادگيري معكوس در آموزش بوده كه از اهميت ويژه‌اي برخوردار است؛ لذا پژوهش حاضر با هدف بررسي تأثير يادگيري معكوس بر خودكارآمدي تحصيلي و يادگيري درس رياضي دانش‌آموزان داراي ناتواني يادگيري انجام شد.
روش‌بررسي: روش پژوهش از نوع نيمه‌آزمايشي با طرح پيش‌آزمون و پس‌آزمون با گروه گواه بود. جامعهٔ آماري پژوهش را تمامي دانش‌آموزان دختر دورهٔ اول متوسطهٔ (هفتم) مدارس شهر كرمانشاه در سال تحصيلي 97-1396 تشكيل دادند. نمونهٔ آماري شامل 50 نفر از دانش‌آموزان پايهٔ هفتم شهر كرمانشاه بود كه با روش نمونه‌گيري تصادفي خوشه‌اي چندمرحله‌اي انتخاب شده و در دو گروه 25نفري گواه و آزمايش جاي‌گماري شدند. ابزارهاي گردآوري اطلاعات پرسش‌نامهٔ خودكارآمدي تحصيلي مك ايلروي و بانتينگ (2001) و آزمون معلم‌ساختهٔ درس رياضي بود. تجزيه‌وتحليل داده‌هاي گردآوري‌شده در سطح معناداري (0٫05=α) با استفاده از نرم‌افزار تحليل آماري SPSS نسخهٔ 20 و با آمار توصيفي و استنباطي (تحليل كوواريانس) انجام شد.
يافته‌ها: نتايج آزمون تحليل كوواريانس چندمتغيره نشان داد كه با كنترل اثر پيش‌آزمون و با احتساب آلفاي صحيح‌شدهٔ بونفروني (0٫025) در خودكارآمدي تحصيلي، تفاوت معناداري بين گروه آزمايش و گواه وجود دارد (0٫001>p). همچنين اين تفاوت در متغير يادگيري درس رياضي معنادار بود (0٫001>p)؛ به‌طوري‌كه مقايسهٔ ميانگين‌ها نشان داد نمرات خودكارآمدي تحصيلي و رياضي گروه آزمايش، پس از مداخله به‌طور معناداري افزايش يافته است. به عبارت ديگر، يادگيري معكوس بر خودكارآمدي تحصيلي و يادگيري درس رياضي دانش‌آموزان داراي ناتواني يادگيري مؤثر بوده است؛ به‌صورتي‌كه حدود 39٫8درصد از نمرهٔ خودكارآمدي تحصيلي و 18٫1درصد از يادگيري درس رياضي دانش‌آموزان تحت‌تأثير يادگيري معكوس افزايش داشته است.
نتيجه‌گيري: يافته‌هاي پژوهش حاضر مشخص كرد كه يادگيري معكوس بر خودكارآمدي تحصيلي و يادگيري درس رياضي دانش‌آموزان داراي ناتواني يادگيري مؤثر است.
چكيده لاتين :
Background & Objectives: An effective method in teaching different concepts to students with learning disabilities is applying reverse learning methods in education, i.e., of vital importance. The present study aimed to investigate the effect of reverse learning on academic self–efficacy
and learning math lessons in students with learning disabilities.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study included
all female high–school students (seventh grade) in Kermanshah City, Iran, in the academic year of 2017–2018. The study sample consisted of
50 students who were selected by a multistage cluster random sampling method and were randomly allocated into two groups of 25 people. Data
collection tools consisted of McIlroy and Bunting (2001) Academic Self–Efficacy Scale (ASES) to measure academic self–efficacy and a
researcher–made math test. The obtained data were analyzed at a significance level of α=0.05 in SPSS using descriptive and inferential statistics,
including Multivariate Analysis of Covariance (MANCOVA). Academic Self–Efficacy Scale consists of 10 items, with answers ranging from
totally disagree with (grade 7) to completely disagree using a 7–point Likert–type scale (Score 1). The questions 5, 6, and 9 are scored in reverse,
i.e., the entire opposite option (grade 7) and the option “I totally agree” (score 1). Therefore, the scores of this questionnaire range from 10 to
70, and the higher scores indicate greater academic self–esteem. The scale’s validity was verified through content and face validity tests and
using the opinions of the experts of the relevant field. To collect the required data, 20 questionnaires were used by teacher–made mathematical
learning. This assay was based on learning the lessons of pages 1–68 of the 7th–grade math book using CDs, flashes, and educational software.
The questionnaire was developed through content and face validity methods and using 5 experts’ opinions. The field of study has been reviewed
and approved. The design of the reverse learning class included the instruction in mathematics based on the following headings (reversed in 8
sessions in the experimental group and the conventional methods were implemented for the control group). After 8 sessions, a questionnaire on
academic empowerment learning was performed as a posttest survey. Then, the mean posttest score was compared with the pretest one.
Results: The MANCOVA results indicated a significant difference between the experimental and control groups by controlling the pretest effect
and considering the corrected Alfa (0.525) in academic self–efficacy (p<0.001). Additionally, this difference was significant in learning the
mathematical course (p<0.001). The mean scores comparison also suggested that the scores of academic and math self–efficacy of the
experimental group significantly increased at the posttest. In other words, reverse learning was effective in learning self–efficacy and learning
mathematical lessons in students with learning disabilities. Thus, about 39.8% of the academic self–efficacy and 18.1% of learning math student
groups were affected by reverse learning.
Conclusion: The present study findings indicated that reverse learning was effective in academic self–efficacy and learning of math lessons in students with learning disabilities.
