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تأثیر آموزش چندرسانه‌ای قرآن بر میزان یادگیری و یادداری درس قرآن دانش‌آموزان پسر با نیازهای ویژة ذهنی پایه ششم ابتدایی | ||
| فناوری آموزش | ||
| مقاله 5، دوره 10، شماره 4 - شماره پیاپی 40، مهر 1395، صفحه 319-327 اصل مقاله (1.51 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2016.553 | ||
| نویسندگان | ||
| حسین پناهی1؛ سعید موسوی پور2 | ||
| 1گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 2گروه روان‌شناسی،دانشکده ادبیات و علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| تاریخ دریافت: 27 فروردین 1395، تاریخ بازنگری: 05 مرداد 1395، تاریخ پذیرش: 14 شهریور 1395 | ||
| چکیده | ||
| پژوهش حاضر به‌منظور بررسی تأثیر چندرسانه‌ای قرآن بر میزان یادگیری و یادداری بخش بخش خواندن کلمات، روخوانی و روان‌خوانی آیات دانش‌آموزان پسر با نیازهای ویژه ذهنی پایة ششم ابتدایی شهر اراک انجام شد. روش تحقیق از نوع شبهتجربی با پیش‌آزمون و پس‌آزمون و تعداد شرکت‌کنندگان در پژوهش 18 نفر از دانش‌آموزان با نیازهای ویژه ذهنی آموزشگاه استثنایی نور بود؛ که به‌صورت تصادفی به دو گروه 9 نفره تقسیم شدند. به‌منظور بررسی تغییرات حاصله، ابتدا یک پیش‌آزمون بر روی هر دو گروه اجرا شد. سپس گروه آزمایش و گروه گواه به مدت دو ماه (18 جلسة 45 دقیقه‌ای) به ترتیب تحت آموزش با چندرسانه‌ای و آموزش به روش سنتی قرار گرفتند. بعد از پایان آموزش، از هر دو گروه پس‌آزمون به عمل آمد. سپس با استفاده از روش تحلیل اندازه‌گیری مکرر و واریانس چند متغیره، تحلیل داده‌ها انجام شد. یافته‌ها نشان دادند در بخش بخش خواندن آیات و روخوانی تفاوت معنی‌داری بین پیش‌آزمون و پس‌آزمون‌ها (یادگیری و یادداری) وجود دارد. همچنین تفاوت معناداری در تعامل بین پیش‌آزمون و پس‌آزمون‌ها (یادگیری و یادداری) در بین دو گروه آزمایش و گواه وجود دارد، یعنی گروه در این معناداری نقش دارد. هرچند در هر دو گروه تحت آموزش میزان یادگیری و یادداری از هنگام شروع آموزش بهبودیافته بود اما در مقایسة دو گروه، این گروه تحت آموزش چندرسانه‌ای قرآن بود که نسبت به آموزش سنتی در مؤلفه‌های مورد بررسی موفق‌تر بوده‌اند. | ||
| کلیدواژه‌ها | ||
| چندرسانه‌ای آموزشی؛ قرآن؛ دانش‌آموز با نیازهای ویژة ذهنی؛ یادگیری؛ یادداری | ||
| موضوعات | ||
| فناوری آموزش- دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| The effects of multimedia instruction of Quran on the learning and retention of students with mental special needs | ||
| نویسندگان [English] | ||
| H. Panah1؛ S. Mousavipour2 | ||
| 1Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran | ||
| 2Psychology Department. Faculty of Human Science, Arak University. Arak. Iran | ||
| چکیده [English] | ||
| The present research was conducted to investigate the instructional effects of Quran educational multimedia on the learning and retention of six grade male students with mental special needs in Arak. The research design of the study was a quasi-experimental, and the participants of the study were 18 students with mental special needs studying at the Noor special education center randomly assigned to two groups of nine. The experimental group was treated with multimedia instruction for two months (18 sessions each 45 minutes) while the control group received no treatment strategy. To assess the results, first a pretest was administered to both groups. After the pretest the experimental group received the treatment and after that a posttest was administered to both groups. The data were then analyzed with repeated measure ANOVA and multivariate variance analysis.Overall, the results of the analyses imply that although in both groups under study the level of learning and intake improved compared with the beginning, the second group which was exposed to multimedia instruction of Quran outperformed the other group with traditional instruction in the indices under investigation in this study. Also, according to multivariate variance analysis, it was found that multimedia use in teaching Quran to students with mental special needs significantly improves the indices of reading the words part by part, reading, compared with the traditional methods. | ||
| کلیدواژه‌ها [English] | ||
| Multimedia education, Quran, Students with special mental needs, Learning, retention | ||
| مراجع | ||
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