مقایسه اثربخشی روش معلم‌محور با روش‌های تدریس فعال در آموزش از راه دور بر اختلالات یادگیری دانش‌آموزان

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

2 استاد، گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

3 دانشجو دکتری علوم تربیتی، دانشگاه پیام نور، تهران، ایران

10.30473/etl.2025.69554.4103

چکیده

هدف از این پژوهش بررسی مقایسه تاثیر روش معلم‌محور با روش‌های تدریس فعال در آموزش مجازی بر اختلالات یادگیری دانش‌آموزان با اختلالات یادگیری بود.

روش تحقیق از نوع نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با دو گروه با پروتکل‌های متفاوت بوده و جامعه آماری پژوهش شامل تمامی دانش‌آموزان ابتدایی تاجیکستان بودند که براساس روش نمونه‌گیری در دسترس با روش انتساب تصادفی تعداد 60 نفر از دانش‌آموزان دارای اختلال یادگیری به عنوان نمونه انتخاب شدند که در دو گروه آزمایشی متفاوت (30 نفر در گروه روش معلم‌محور و 30 نفر در گروه روش تدریس فعال) انتساب تصادفی تقسیم گردید. ابزار پژوهش شامل پروتکل‌های محقق‌ساخته آموزشی معلم‌محور و روش تدریس فعال و یک پرسش‌نامۀ محقق‌ساخته اختلالات یادگیری با 30 گویه و 3 مولفه با پایایی 84/0 بود که روایی محتوایی پرسش‌نامه محقق‌ساخته توسط چند متخصص مربوطه و روایی صوری توسط متخصصان این حوزه تایید شد. در این پژوهش با استفاده از نرم‌افزار SPSS24 تجزیه و تحلیل داده‌ها در دو سطح آمار توصیفی و استنباطی از روش آزمون تحلیل کوواریانس انجام شده است.

نتایج نشان داد که تفاوت معنادار بین دانش‌آموزان ابتدایی تاجیکستانی در اختلال ریاضی (507/0) مبتنی بر روش معلم‌محور و روش تدریس فعال وجود نداشت. تفاوت معنادار بین دانش‌آموزان ابتدایی تاجیکستانی در اختلال خواندن (010/0) و نوشتن (0001/0) مبتنی بر روش معلم‌محور و روش تدریس فعال وجود داشت و نمرات روش تدریس فعال بهتر بود.

روش معلم‌محور با روش‌های تدریس فعال در آموزش از راه دور بر اختلالات یادگیری (خواندن و نوشتن) دانش‌آموزان موثر بوده است. 

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the Effect of Teacher-Centered and Active Teaching Methods in Distance Education on Students' Learning Disorders

نویسندگان [English]

  • Nasim Saeid 1
  • Mehran Farajollahi 2
  • Hasti Kabiri 3
1 Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran
2 Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran
3 PhD. Student of Educational Scienes Payame Noor Univercity , Tehran, Iran
چکیده [English]

The present study aimed to compare the effect of teacher-centered and active teaching ‎methods in distance education on learning disorders of students with learning disorders.

This ‎study was a quasi-experimental with a pretest–posttest research design with two groups with ‎different protocols. The statistical population included all elementary school students in ‎Tajikistan, from which 60 students with learning disorders selected as the sample using the ‎convenience sampling technique and randomly assigned to two different experimental ‎groups (30 students in the teacher-centered method group and 30 students in the active-teaching method group). The research tools included researcher-made teacher-centered educational protocols, active teaching methods, and a researcher-made questionnaire on learning disorders with 30 items and 3 components, which had a reliability of 0.84. Content validity of the questionnaire was confirmed by several relevant experts, and face validity was confirmed by experts in this field. In this research, data analysis was conducted using SPSS24 software at two levels: descriptive and inferential statistics, employing the analysis of covariance test method.

The results showed that there was no significant difference in math disorders (0.507) among Tajik primary school students based on teacher centered and active teaching methods. However, there was a significant difference in reading (0.010) and writing (0.0001) between the two methods, with scores being better for the active teaching method.









The teacher-centered method with active teaching methods in distance education, has been effective for students' learning disorders (reading and writing)

کلیدواژه‌ها [English]

  • Learning Disorders
  • Virtual Education
  • Active Teaching Methods
  • Teacher-Centered Method

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