ﺑﺮرﺳﯽ ﺗﺎﺛﯿﺮ آﻣﻮزش ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري ﺑﺮ اﺳﺎس ﺑﺮﻧﺎﻣﻪرﯾﺰي ﭼﻨـﺪ ﺑﻌـﺪي ﺑﺴﺘﻪي ﯾﺎدﮔﯿﺮي ﭼﻨﺪرﺳﺎﻧﻪاي ﺑﺮ ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﺷﻬﻮدي و ﺣﻞ ﻣﺴﺌﻠﻪ داﻧﺶآﻣﻮزان

The Effect of Writing Skills Training based on “Multi-Dimensional Planning and Multimedia Learning Packages ”on Students' Intuitive Learning Style and Problem Solving

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﺗﺎﺛﯿﺮ آﻣﻮزش ﻣﻬﺎرتﻫـﺎي ﻧﻮﺷـﺘﺎري ﺑـﺮ اﺳـﺎس ﺑﺮﻧﺎﻣـﻪرﯾﺰي ﭼﻨﺪﺑﻌـﺪي و ﺑﺴﺘﻪي ﯾﺎدﮔﯿﺮي ﭼﻨﺪرﺳﺎﻧﻪاي ﺑﺮ ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﺷﻬﻮدي و ﺣﻞ ﻣﺴﺌﻠﻪ داﻧﺶآﻣﻮزان اﺳـﺘﺎن اﻟﺒـﺮز" ﺑـﻮد. روش ﭘﮋوﻫﺶ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻈﺮ روش، ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ اﺳﺖ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺷﺎﻣﻞ 120 ﻧﻔﺮ داﻧﺶ آﻣﻮز ﭘﺎﯾﻪ ﭘﻨﺠﻢ و ﺷﺸﻢ اﺑﺘﺪاﯾﯽ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96-97 ﺑﻮد ﮐﻪ از ﺑﯿﻦ ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﺎﯾﻪ ﭘﻨﺠﻢ )4154 ﻧﻔﺮ( و ﭘﺎﯾﻪ ﺷﺸﻢ )4237 ﻧﻔﺮ( ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در ﻫﺮ ﮔﺮوه آزﻣـﺎﯾﺶ و ﮐﻨﺘـﺮل 60 ﻧﻔـﺮ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. اﺑﺘﺪا ﻫﺮ دو ﮔﺮوه در ﭘﯿﺶ آزﻣﻮن ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. ﺳﭙﺲ ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ 10 ﺟﻠﺴﻪ ﺗﺤﺖ آﻣـﻮزش ﻣﻮرد ﻧﻈﺮ ﻗﺮار ﮔﺮﻓﺖ و ﮔﺮوه ﮐﻨﺘﺮل ﻧﯿﺰ ﺗﺤﺖ آﻣﻮزش ﻣﻌﻤﻮل ﻣﺪرﺳﻪ ﻗﺮار ﮔﺮﻓﺖ و ﭘﺲ از آن ﻫـﺮ دو ﮔـﺮوه در ﭘﺲ آزﻣﻮن ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. دادهﻫﺎي ﺣﺎﺻﻞ ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸـﻨﺎﻣﻪ ﻣﺤﻘـﻖ ﺳـﺎﺧﺘﻪ ﺑـﺎ ﺿـﺮﯾﺐ ﭘﺎﯾـﺎﯾﯽ آﻟﻔـﺎي ﮐﺮوﻧﺒﺎخ 0/90 ﺑﺎ ﻧﺮم اﻓﺰار SPSS ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨـﺪ ﻣﺘﻐﯿـﺮه ﻧﺸـﺎن داد ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﻣﻮﻟﻔﻪﻫﺎي ﺳﺒﮏ ﯾﺎدﮔﯿﺮي ﺷﻬﻮدي و ﺣﻞ ﻣﺴـﺌﻠﻪ در ﮔـﺮوه آزﻣـﺎﯾﺶ و ﮐﻨﺘـﺮل ﺗﻔـﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ در ﻧﺘﺎﯾﺞ ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﮔﺮوه آزﻣﺎﯾﺶ ﻧﯿﺰ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد )P≤0/01(. ﺑﺮ اﯾﻦ اﺳﺎس، ﻣﯽﺗﻮان آﻣﻮزش ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري ﺑﺮ اﺳﺎس ﺑﺮﻧﺎﻣﻪرﯾﺰي ﭼﻨـﺪ ﺑﻌـﺪي و ﺑﺴـﺘﻪي ﯾﺎدﮔﯿﺮي ﭼﻨﺪرﺳﺎﻧﻪاي را ﺑﻪ ﻋﻨﻮان روش ﻣﻮﺛﺮي ﺑﺮاي اﻓﺮاﯾﺶ ﺳﺒﮏﻫﺎي ﯾﺎدﮔﯿﺮي ﺷـﻬﻮدي و ﺣـﻞ ﻣﺴـﺌﻠﻪ در ﻧﻈﺮ ﮔﺮﻓﺖ و از آن در ﻣﺪارس اﺳﺘﻔﺎده ﮐﺮد.

The purpose of the study was to investigate the effect of writing skills training on students’ intuitive learning style and problem solving based on MDP& MLP in Alborz Province. The research method was Quasi-experimental by using a two-group design with pre-test and post-test. Sample size was 120 students who were randomly selected as clusters from among a statistical population consisting of 4154 fifth-graders and 4237 sixth-graders in the academic year of 2017- 2018. Sixty students of sample group were randomly put in the experimental group and the others into the control group. First, both groups took the pre-test. The experimental group was trained in 10 sessions of writing skills training based on MDP& MLP and the control group was exposed to routine school education. Then both groups received post-test. Data were collected by a researcher-made questionnaire with Cronbach's alpha reliability coefficient of 0.90. The data were analyzed by SPSS software. The results of multivariate analysis of variance showed that there was a significant difference between the mean scores of the components of intuitive learning style and problem solving in both groups. There was also a significant difference in the pre-test and post-test of the experimental group (P≤0.01). Conclusion: Teaching writing skills based on MDP& MLP has a positive and significant effect on the intuitive learning style and problem solving (P≤0.01).