مقايسه راهبردهاي خودپرسي رايانه‌اي و آموزش نوشتاري سنتي غني شده در كاهش دادن نادرست‌نويسي در دانش‌آموزان ابتدايي

The comparison of the efficacy of self-question strategies based on computer and traditional methods based on paper in reduction of the spelling errors of primary Students with spelling disorder

پژوهش حاضر با هدف مقايسه راهبردهاي خودپرسي رايانه‌اي و آموزش نوشتاري سنتي غني شده دركاهش دادن نادرست‌نويسي در دانش‌آموزان ابتدايي صورت گرفت. روش اين پژوهش از نوع شبه‌آزمايشي با طرح پيش‌آزمون و پس‌آزمون با گروه گواه بود. به روش نمونه‌گيري خوشه‌اي چندمرحله‌اي، 30 آزمودني نادرست‌نويس، از ميان جامعه دانش‌آموزان پايه سوم ابتدايي پس از اجراي آزمون‌هاي هوش وكسلر كودكان و اختلال نوشتن انتخاب و به‌طور تصادفي در دو گروه آزمايشي و يك گروه گواه جايگزين شدند. سپس، گروه آزمايش اول به مدت 13 جلسه تحت آموزش راهبردهاي خودپرسي رايانه‌اي و گروه آزمايش دوم تحت آموزش سنتي غني شده قرار گرفت. اما گروه گواه تحت هيچ‌گونه آموزشي قرار نگرفت. تحليل داده‌ها با روش‌هاي آماري اندازه‌گيري مكرر و t مستقل حاكي از آن بودند كه بين ميانگين نمرات درست‌نويسي گروه آزمايشي اول (رايانه) و گروه آزمايشي دوم (سنتي) تفاوت معناداري وجود داشت (001/0 P < ). نتايج نشان مي‌دهد كه راهبردهاي خودپرسي رايانه‌اي، در مقايسه با آموزش سنتي در كاهش دادن نادرست‌نويسي آزمودني‌ها موثرتر واقع شده است. لذا اين راهبرد‌ها مي‌تواند به عنوان يك فن آوري آموزشي موثر، در جهت كاهش دادن نادرست‌نويسي در دانش‌آموزان ابتدايي به‌كار گرفته شود.

The comparison of the efficacy of self-question strategies based on computer and traditional methods based on paper in reduction of the spelling errors of primary Students with spelling disorder F. Baezzat, Ph.D.* Introduction: The research at hand compares the effects of efficacy of self-question strategies based on computer and traditional methods based on paper in reduction of the spelling errors of Students with spelling disorder. Method: This is an experimental research. Thirty three students with spelling disorder were randomly selected from community of students of elementary school through cluster sampling. Then subjects randomly divided into two experimental groups and one control group. After administering of the writing pretest, firth experimental group received self-question strategies based on computer through 15 sessions. Second experimental group received traditional methods based on paper. Control group, however, did not receive any treatment. Post tests were administered (immediately) while follow up tests were administered (after a period of four months). Results: Data was analysis through analysis of independent t test indicate that spelling scores between firth experimental group and second experimental group have significant (p < 0.0001).The results shows that firth experimental group have spelling errors in compare with second Experimental group. Conclusion: Research findings indicated that self-question strategies based on computer reduction spelling errors of Students with writing disorder more than of traditional methods based on paper. So self-question strategies based on computer can be used as a effective teaching technology in order to reduction of the spelling errors of Students with writing disorder. Keywords: self-question strategies based on computer, traditional methods based on paper, spelling errors, primary school. Contact information: Baezzat12 @gmail.com