تاثير آموزش مهارتهاي اجتماعي به كمك چند رسانه اي آموزشي بر عزت نفس دانش آموزان با اختلال يادگيري رياضي

The Impact of Social Skills Training with the Help of Multimedia Instructional on Self-esteem of Students with Learning mathematics disorder

پژوهش حاضر با هدف تعيين تاثير آموزش مهارتهاي اجتماعي به كمك چندرسانه اي آموزشي بر عزت نفس دانش آموزان با اختلال يادگيري رياضي انجام شد. روش پژوهش شبه آزمايشي با طرح پيش آزمون پس آزمون با گروه گواه بود. جامعه ي آماري شامل كليه ي دانش آموزان پسر 6 تا 55 ساله ي داراي اختلال يادگيري رياضي در شهر كرج بودند كه از بين آنها 36 نفر انتخاب و پس از همتاسازي به طور تصادفي در 2 گروه آزمايش و گواه جاگماري شدند. به افراد گروه آزمايش طي 8 جلسه ي 45 دقيقه اي با استفاده از نرم افزار چندرسانه اي محقق ساخته آموزش داده شد؛ اما افراد گروه گواه به روش متداول آموزش ديدند. نتايج تحليل كوواريانس نشان داد كه آموزش رفتارهاي اجتماعي به كمك نرم افزار چندرسانه اي به طور معناداري عزت نفس دانش آموزان با اختلال يادگيري را افزايش داده است. بر اين اساس پيشنهاد ميشود براي آموزش مهارتهاي اجتماعي به دانش آموزان با اختلال يادگيري از چندرسانه اي آموزشي در كنار روش معمول استفاده شود؛ زيرا موجب بهبود و تقويت عزت نفس اين دانش آموزان مي شود.

The present study aims to investigate the effect of social skills training with the help of multimedia Instructional on self-esteem of students (6 to 11 years old) with learning disorder. For this purpose, through a quasi-experimental inquiry, among students with learning disorder in "Institute for learning disorders" located in the city of Karaj, 36 students were selected randomly and then equally divided into two groups: experimental and control groups. The research tool was a self-esteem questionnaire compiled by Caper Smitt and Abdolah Nejhad has confirmed its validity and its reliability has been calculated through Cronbach's alpha. During eight sessions experimental group were trained using realized multimedia software and control group was kept away from independent variable. To evaluate resultant changes, a pre-test was conducted on both groups. After pre-test the experimental group was exposed to the independent variable i.e. multimedia Instruction and then on both groups post-test was performed. In order to analyze data, statistical methods have been used both in descriptive level (Central indexes and dispersion) and in inferential level (covariance analysis). After reviewing pre-test scores and the age of the students, the results of covariance analysis showed that in the 6 to 11-year-old students with learning disorder, social behavior training by means of multimedia software has significantly increased their self-esteem.