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پاشا, رضا, زارعی زوارکی, اسماعیل, شریفی درآمدی, پرویز, سعدی پور, اسماعیل. (1404). فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشرشده در سال‌های 1390-1401). فناوری آموزش, 19(2), 355-376. doi: 10.22061/tej.2025.10291.2991
رضا پاشا; اسماعیل زارعی زوارکی; پرویز شریفی درآمدی; اسماعیل سعدی پور. "فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشرشده در سال‌های 1390-1401)". فناوری آموزش, 19, 2, 1404, 355-376. doi: 10.22061/tej.2025.10291.2991
پاشا, رضا, زارعی زوارکی, اسماعیل, شریفی درآمدی, پرویز, سعدی پور, اسماعیل. (1404). 'فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشرشده در سال‌های 1390-1401)', فناوری آموزش, 19(2), pp. 355-376. doi: 10.22061/tej.2025.10291.2991
پاشا, رضا, زارعی زوارکی, اسماعیل, شریفی درآمدی, پرویز, سعدی پور, اسماعیل. فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشرشده در سال‌های 1390-1401). فناوری آموزش, 1404; 19(2): 355-376. doi: 10.22061/tej.2025.10291.2991

فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشرشده در سال‌های 1390-1401)

فناوری آموزش
مقاله 3، دوره 19، شماره 2 - شماره پیاپی 74، فروردین 1404، صفحه 355-376    اصل مقاله (1.37 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2025.10291.2991
نویسندگان
رضا پاشا1؛ اسماعیل زارعی زوارکی* 1؛ پرویز شریفی درآمدی2؛ اسماعیل سعدی پور3
1گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
2گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
3گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
تاریخ دریافت: 19 فروردین 1403،  تاریخ بازنگری: 28 تیر 1403،  تاریخ پذیرش: 20 شهریور 1403 
چکیده
پیشینه و اهداف: اختلال یادگیری ریاضی یکی از مشکلات یادگیری شایع در دانش‌آموزان است که می‌تواند تأثیر قابل توجهی بر عملکرد تحصیلی آنان داشته باشد. دانش‌آموزانی که با این اختلال روبرو هستند، معمولاً دشواری‌هایی در فهم مفاهیم ریاضی، حل مسائل ریاضی، استدلال منطقی و استفاده از روش‌های ریاضی دارند. این مشکل می‌تواند باعث کاهش اعتماد به نفس و انگیزه تحصیلی آنان شود و در نهایت تأثیر منفی بر پیشرفت تحصیلی آنان در ریاضی خواهد داشت. پژوهش حاضر با هدف فراتحلیل تأثیر مداخلات آموزشی بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی دوره ابتدایی (مطالعات منتشر شده در سال‌های 1390-1401) انجام شده است.
روش‌ها‌: روش به‌کارگرفته شده در این پژوهش فراتحلیل بوده و جامعه ‌‌آماری تحقیق شامل تمامی اسناد پژوهشی منتشر شده در بازه زمانی 1390 الی 1401 است. جهت غربال‌گیری و نمونه‌گیری از اسناد گردآوری‌شده ملاک‌های ورودی شامل تناسب موضوعی، تناسب نوع روش تحقیق (مطالعات آزمایشی و نیمه ‌آزمایشی)، بیان دقیق مختصات روشی، گزارش یافته‌های آماری و محدوده انجام تحقیق (ایران) بوده و معیارهای خروجی شامل تحقیقات مرتبط به شیوع‌شناسی اختلال یادگیری ریاضی، تحقیقات موردی، مروری، رابطه‌ای و توصیفی، عدم گزارش اطلاعات آماری مورد نیاز برای محاسبه اندازه اثر، تحقیقات مشابه و تحقیقات فاقد کفایت روشی بود. بر این مبنا، 49 سند پژوهشی به‌عنوان اسناد پژوهشی معتبر در فرآیند فراتحلیل ورود یافته و داده‌ها با به‌کارگیری نرم افزار‌ CMA و با استفاده از رویکرد هانتر و اشمیت (آزمون تأمین اعتبار) به شاخص اندازه اثر تبدیل شد.
یافته‌ها: میانگین اندازه ‌اثر ترکیبی در مدل تصادفی مداخلات آموزشی بر عملکرد تحصیلی ریاضی دانش‌آموزان با اختلال یادگیری ریاضی برابر 687/0 به‌دست آمد. این برآورد نقطه‌ای حاصله براساس نظام تفسیری کوهن‌ گویای اثرگذاری قوی و در سطح بالای مداخلات آموزشی موجود بر عملکرد تحصیلی دانش‌آموزان با اختلال یادگیری ریاضی است. همچنین، تحلیل متغیرهای تعدیل‌کننده نشان داد که ناهمگنی اندازه اثر در مطالعات پژوهش مرتبط به متغیرهای نوع جامعه آماری، جنسیت آزمودنی، پایه تحصیلی، موقعیت جغرافیایی، سال انجام پژوهش، راهبرد مداخلاتی و نوع مداخله آموزشی است.
نتیجه‌گیری: روش‌های مداخله آموزشی موجود با تمرکز بر راهبردهای فراشناختی و روش‌های بازی محور و چندرسانه‌ای، نقش مؤثری در بهبود عملکرد ریاضی دانش آموزان دچار اختلال یادگیری ریاضی دارند و لازم است تا مداخلات مورد نیاز این گروه از دانش آموزان از پایه تحصیلی سوم ابتدایی به بعد اجرا شود. با توجه به یافته‌های این تحقیق پیشنهاد می‌شود که در فرآیند سیاست‌گذاری کلان آموزشِ دانش‌آموزان دارای اختلال یادگیری، بر مقوله فراشناخت و به‌کارگیری راهبردهای یادگیری فراشناختی توجه لازم مبذول شده و در عین ‌حال، مداخلات آموزشی به سوی بهره‌گیری هدفمند از بازی در اشکال مختلف آن از حرکتی تا رایانه‌ای و چند رسانه‌ای سوق یابد. همچنین، پیشنهاد می‌شود که مداخلات آموزشی از پایه تحصیلی سوم ابتدایی به بعد اجرا شده و در این میان گروه‌های با نیازهای ویژه همچون کودکان ناتوان ذهنی و حرکتی و نیز دانش‌آموزان آسیب‌دیده شنوایی و بینایی مورد توجه قرار گیرند.
کلیدواژه‌ها
عملکرد تحصیلی؛ مداخلات آموزشی؛ فراتحلیل؛ دانش‌آموزان با اختلال یادگیری ریاضی
موضوعات
فناوری آموزش- دوره ابتدایی
عنوان مقاله [English]
Meta-Analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (Studies published in 2011-2023).
نویسندگان [English]
R. Pasha1؛ E. Zaraii Zavaraki1؛ P. Sharifi Daramad2؛ E. Sadipoor3
1Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2Department of Psychology and education of exceptional children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran
3Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'I University, Tehran, Iran
چکیده [English]
Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical reasoning and using mathematical methods. This problem can reduce their self-confidence and academic motivation and will ultimately have a negative effect on their academic progress in mathematics. The present study was conducted with the aim of meta-analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (studies published in 2011-2023).
Methods: The method used in this research was meta-analysis and the socio-statistics of the research included all the research documents published in the period of 2011-2023. In order to screen and sample the collected documents, the input criteria included subject appropriateness, the appropriateness of the type of research method (experimental and semi-experimental studies), the precise expression of method coordinates, the report of statistical findings and the scope of the research (Iran), and the output criteria included research related to the epidemiology of the disorder. Mathematical learning, case, review, relational and descriptive research, failure to report statistical information needed to calculate the effect size, similar research and research lacked methodological adequacy. Based on this, 49 research documents were included as valid research documents in the meta-analysis process and the data was converted into an effect size index by using CMA software and using Hunter and Schmidt's approach (credibility test)
Findings: The average effect size of the combined effect in the random model of educational interventions on the math academic performance of students with math learning disorder was found to be 0.687. This point estimate obtained based on Cohen's interpretative system showed the strong and high level of effectiveness of the existing educational interventions on the academic performance of students with math learning disorders. Also, the analysis of moderating variables revealed that the heterogeneity of the effect size in research studies was related to the variables of statistical population type, gender of the subject, educational level, geographical location, year of conducting the research, intervention strategy and type of educational intervention
Conclusion: The existing educational intervention methods focusing on metacognitive strategies and game-based and multimedia methods play an effective role in improving the mathematical performance of students with mathematical learning disorders and it is necessary to implement the interventions needed by this group of students from the third grade of elementary education. to be executed later. According to the findings of this research, it is suggested that in the macro-policy-making process of the education of students with learning disabilities, the category of metacognition and the use of metacognitive learning strategies should be given the necessary attention, and at the same time, educational interventions towards the purposeful use of games in its various forms of movement to be computerized and multimedia driven. Also, it is suggested that educational interventions should be implemented from the third grade of elementary education onwards, and among them, groups with special needs, such as mentally and physically disabled children, as well as hearing and vision impaired students, should be taken into consideration.
کلیدواژه‌ها [English]
Academic Performance Educational Interventions Meta, Analysis Students with Math learning Disorders
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