مقایسه‌ی اثربخشی سطح سوم پاسخ به مداخله و توانمندسازی‌شناختی بر عملکرد ریاضی دانش‌آموزان با اختلال ریاضی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

2 گروه روان‌شناسی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران

10.22098/jld.2020.922

چکیده

پژوهش حاضر با هدف مقایسة اثربخشی سطح سوم پاسخ به مداخله و توانمندسازی­شناختی بر عملکرد ریاضی دانش‌آموزان با اختلال ریاضی انجام شد. روش پژوهش نیمه‌آزمایشی، با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل؛ جامعه‌ی‌آماری شامل تمام دانش‌آموزان ابتدایی دختر دارای اختلال‌یادگیری ‌ریاضی شهر تهران در سال تحصیلی 96-97 بوده که از بین آن‌ها از طریق نمونه­گیری در دسترس نمونه‌ای به حجم 15 نفر انتخاب و به صورت تصادفی به سه گروه 5 نفره، دو گروه آزمایش سطح سوم پاسخ به مداخله، توانمندسازی­شناختی و یک گروه کنترل گماشته شدند. گروه­های آزمایش طی 20 جلسه 45 دقیقه­ای تحت مداخلات مذکور قرار گرفتند، درحالی که گروه کنترل هیچ مداخله­ای دریافت نکرد. ابزارهای مورد استفاده در این پژوهش شامل مقیاس هوش وکسلرکودکان 4 و آزمون ریاضی کی­مث است. نتایج تحلیل کوواریانس نشان دهنده تأثیر مثبت سطح سوم پاسخ به مداخله و توانمندسازی­شناختی بر بهبود عملکرد ریاضی کودکان با اختلال ریاضی در سطح معناداری 05/0P< بود. همچنین نتایج آزمون t گروه­های مستقل نشان­دهندة عدم وجود تفاوت معنادار بین میانگین های دو گروه آزمایش در سطح معناداری 05/0P< بوده است. به نظر می­رسد سطح سوم پاسخ به مداخله و توانمندسازی شناختی می­تواند بهبود عملکرد ریاضی دانش‌آموزان با اختلال ریاضی را در پی داشته ‌باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Comparative study of the effect of the third level of response to intervention and cognitive rehabilitation on math performance of students with dyscalculia

نویسندگان [English]

  • R Zeraatee Idehloo 1
  • M Zargham Hajebi 1
  • K Kamkari 2
1 Department of Educational Psychology, Qom Branch, Islamic Azad University, Qom, Iran
2 Department of Psychology, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
چکیده [English]

The purpose of this study was to compare the effectiveness of the third level of response to intervention and cognitive rehabilitation on improving math performance of students with dyscalculia. The research method was semi-experimental with pretest-posttest design and a control group. The statistical population included all female elementary students with dyscalculia in Tehran in the academic year 2017-2018. Fifteen people were selected through available sampling as the sample of the study. They were randomly divided into three groups, each including five people. There were two experimental groups, namely third level of response to intervention and cognitive rehabilitation and a control. The experimental groups underwent twenty 45-minute sessions interventions. The control group received no intervention. The Wechsler Intelligence Scale of Children (Wechsler, 2003) and the Key Math Test (Connolly, 1988) were used as the tools of the study. The results of covariance analysis reflects the impact of the third level of response to intervention and cognitive rehabilitation in improving mathematics achievement of children with dyscalculia (P<0.05). The results of the independent t-test also indicate that there was no significant difference between the means of the two experimental groups. It seems that both the third level of response to intervention and cognitive rehabilitation can improve the mathematical performance of students with Dyscalculia.

کلیدواژه‌ها [English]

  • students with dyscalculia
  • the third level of response to intervention
  • cognitive rehabilitation
  • mathematical functions
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