فراتحلیل پژوهش‌های مبتنی بر مدل پاسخ به مداخله بر بهبود عملکرد تحصیلی دانش‌آموزان در مخاطره اختلال ریاضی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبایی

2 استاد روان شناسی، دانشگاه علامه طباطبایی

3 استاد روان شناسی، دانشگاه تهران

4 استادیار روان شناسی، دانشگاه علامه طباطبایی

5 دانشجوی کارشناسی ارشد روان شناسی تربیتی، دانشگاه پیام نور

10.22098/jld.2020.919

چکیده

پژوهش حاضر با هدف فراتحلیل میزان اثرگذاری مداخلات موسوم به پاسخ به مداخله بر بهبود عملکرد تحصیلی دانش‌آموزان در مخاطره اختلال ریاضی انجام شد. جهت دست‌یابی به هدف پژوهش با استفاده از دو روش جستجوی دستی و نظام‌دار،  116 پژوهش از غربالگری اولیه رد شدند و از میان آنها  35 پژوهش که ملاک‌های ورودی را برآورده کردند، انتخاب و با استفاده از نرم افزار CMA 2 فرایند تحلیل بر روی آنها انجام گرفت. ابزار پژوهش چک لیست کیفیت پژوهش و چک لیست فراتحلیل بود. اندازه اثر ترکیبی پژوهش‌ها 53/0 به دست آمد (0.01P≤). علاوه براین نقش متغیرهای تعدیل‌گر رویکرد آموزش (0.05P≤)، گروه‌بندی (0.05P≤)، سطح مشکل دانش‌آموز (0.01P≤) و پایه تحصیلی (0.05P≤) معنادار بود. نتایج نشان داد که پژوهش‌های در چارچوب پاسخ به مداخله در کاهش مشکلات دانش‌آموزان در مخاطره اختلال ریاضی موثر است. همچنین متغیرهای مرتبط با ویژگی‌های مداخله (رویکرد مداخله و نوع گروه‌بندی) و ویژگی‌های آزمودنی‌ها (سطح مشکل و پایه تحصیلی) در بهبود عملکرد ریاضی دانش‌آموزان در مخاطره اختلال ریاضی نقش دارند.

کلیدواژه‌ها


عنوان مقاله [English]

A meta analysis of response to intervention model based researches on improving the academic performance of students at risk of math disorder

نویسندگان [English]

  • M.S Ebrahimi 1
  • H Alizadeh 2
  • B Ghobari bonab 3
  • M Dastjerdi Kazemi 4
  • A Bakhtiari 5
1 Ph.D Student of Psychology and Education Exceptional Children, Allameh Tabataba’i University
2 Professor of Psychology, Allameh Tabataba’i University
3 Professor of Psychology, Tehran University
4 Assosiate Professor of Psychology, Allameh Tabataba’i University
5 M.A. in Psychology, Payam e Noor University
چکیده [English]

The aim of the present study was to meta-analytically review the effectiveness of the interventions, called the Response-to-Intervention, on improving the academic performance of students at risk of math disorder. To achieve the goal of the research using both manual and systematic search methods, 116 studies passed the initial screening, of which 35 were selected and analyzed using CMA 2 software because of meeting the input criteria. The research tools were research quality checklist and met-analysis checklist. The combined effect size of the researches obtained was 0.53. In addition, the role of moderating variables of the instructional approach (P≤0.05), grouping (P≤0.05), the student level of problem (P≤0.01) and the level of study (P≤0.05) was significant. The results showed that researches performed regarding the Response-to-Intervention affected the reduction of the problems of students at risk of math disorder. Also, the variables related to the intervention characteristics (intervention approach and type of grouping) and the subject characteristics (level of problem and level of study) improved the math performance of students at risk of math disorde.

کلیدواژه‌ها [English]

  • meta analysis
  • response to intervention
  • at-risk of math disorder
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