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
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Purpose: 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.
Methods: This study was a quasi-experimental (pretest-post-test) research design with two groups with different protocols. The statistical population included all elementary school students in Tajikistan, out of which 60 students with learning disorders were selected as samples with the convenience sampling technique and were randomly assigned to two different experimental groups (teacher-centered teaching method (N=30) and active teaching method (N=30)). The research tools included 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. The field was approved. In this research, data analysis was conducted using SPSS24 software at two levels: descriptive and inferential statistics, employing the analysis of covariance test method.
Results: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.
Conclusion: The teacher-centered method with active teaching methods in distance education has been effective on students' learning disorders (reading and writing).
کلیدواژه‌ها [English]
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