تأثیر آموزش به سبک محاوره‌ای از طریق چندرسانه‌ای بر افزایش مهارت ارتباطی دانش‌آموزان دختر کم شنوا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران

2 دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران

3 دانشیار گروه روان‌شناسی استثنایی، دانشگاه علامه طباطبایی، تهران، ایران

چکیده

پژوهش حاضر، به‌منظور بررسی تأثیر آموزش به سبک محاوره‌ای از طریق چندرسانه‌ای بر افزایش مهارت‌های ارتباطی دانش‌آموزان دختر کم‌شنوا مقطع ابتدایی شهر تهران در سال تحصیلی 93-1392 صورت پذیرفته است. روش تحقیق، از نوع شبه آزمایشی بود. جامعه آماری شامل کلیه دانش‌آموزان کم‌شنوا پایه ششم ابتدایی شهر تهران بود. با استفاده از روش نمونه‌گیری در دسترس 15 نفر از دانش‌آموزان به‌عنوان نمونه انتخاب و به‌صورت تصادفی در دو گروه کنترل و آزمایش قرار گرفتند. ابزار جمع‌آوری داده‌ها، پرسش‌نامه سنجش مهارت ارتباطی عطارها بود. ابتدا، یک پیش‌آزمون بر روی هر دو گروه اجرا شد؛ سپس گروه آزمایش، طی هفت جلسه با استفاده از نرم‌افزار چندرسانه‌ای محقق‌ساخته آموزش دیدند و گروه کنترل به ‌دور از متغیر مستقل آموزش دیدند. به‌منظور بررسی تغییرات، از هر دو گروه پس‌آزمون به عمل آمد. برای تجزیه و تحلیل داده‌ها، از روش‌های آماری در دو سطح توصیفی (شاخص‌های مرکزی و پراکندگی) و استنباطی (تحلیل کوواریانس تک متغیری) استفاده‌ شد. به‌طورکلی، نتایج به‌دست‌آمده از این پژوهش برتری رشد مهارت ارتباطی دانش‌آموزانی را نشان داد که مطالب را به سبک محاوره‌ای از طریق چندرسانه‌ای دریافت کردند.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Conversational Teaching Style through Multimedia to enhance the Communication Skills of Impaired Hearing Female Students

نویسندگان [English]

  • Azar Khazai 1
  • Mohammad Reza Nili 2
  • Parviz Sharifi Daramadi 3
1 M.A. in Educational Technology, Allameh Tabatabaei University, Tehran, Iran
2 Associate Professor,Department of Educational Technology, Allameh Tabatabaei University, Tehran, Iran
3 Associate Professor, Department of Exceptional Psychology, Allameh Tabatabaei University, Tehran, Iran
چکیده [English]

This research aimed to investigate the effect of conversational teaching style through multimedia in increasing the communicational skills of impaired hearing female students at primary schools in Tehran in academic year 2013-2014. The method of the study was quasi- experimental. The statistical population was all the students with hearing problem in sixth grade of elementary schools in Tehran. 15 students were chosen by accessible sampling method and they were randomly divided into control and experimental groups. The data collecting tool was Attarha communicational skills questionnaire. First, a pretest was performed to both groups. Then the experimental group was trained with researcher-made multimedia software in seven sessions while the control group was kept away from independent variable. In order to measure the changes, both groups were given a posttest. To analyze the data, the statistical methods at two levels of descriptive (central and scattering) and inferential (univariate covariance analysis) were used. Overall, the results of the study revealed the higher improvement of the communication skills of the students who have received materials in conversational style through multimedia.

کلیدواژه‌ها [English]

  • conversational style
  • instructional multimedia
  • communicational skills
  • students with hearing problem

مراجع

  1. Attarha, N. (2007). Construction and standardization of communication skills test and determine its psychometric properties. M.Sc. Thesis of Allameh Tabatabaei University. (in Persian).
  2. Clark. R. C., & Mayer, R. E. (2008). E-learning and the science of instruction. (2nd ed.). San Francisco: John Wiley & Sons, Inc.
  3. Elksnin, L., & Elksnin, N. (2006). Teaching social emotional skills at school and home. Denver, CO: Love.
  4. Gharibi, F. (2010). Effective instructional multimedia on learning and reminder mathematical concept mentally retarded student four grade elementary school in Arak. M.Sc. Thesis of Allameh Tabatabai University. (in Persian).
  5. Ghasem Abadi, H. (1999). Effect of social communications on individual and society health. Publication: Kar and Kargar. (in Persian).
  6. Grasser, A. C., Bowers, C., Olde, B., & Pomeroy, V. (1999). Who said what? Source memory for narrative and character agents in literary short stories. Educational Psychology, 91, 284-300.
  7. Hargie, A., & Dickson, D. (1994). Social communication between individuals. (Translated Beigy, Kh., & Firoozbakht., M., 2005). Tehran: Roshd. (in Persian).
  8. Karimi, M. (2010). Survey of principle and method of communicational skills on basic tradition immaculacy. M.Sc. Thesis of Allameh Tabatabaei University. (in Persian).
  9. Khan, T. M. (2010). The effect of multimedia learning on children with different special education needs. BehavioralSciences,2, 4341-4345.
  10. Khazai, A., Moradi, H., Khazai, S., & Moradi, M. (2014). The effect of instructional multimedia on communicational skills learning of autism students. Reef Resources Assessment and Management Technical Paper, 40(1), 847-856.
  11. Kirk, S., Gallagher, J. J., & Coleman, M. R. (1904). Education special child (Translated by Javadian, M., 2002). Astan Ghods Publication. (in Persian).
  12. Mayer, R. E. (2005). Principles for redusing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity. In Mayer, R. E. (ed.), The Cambridge hand book of multimedia learning. (pp.183-200). Newyork: Cambridge University Press.
  13. Mayer, R. E., Sobko. K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speakers voice. Educational Psychology, 95(2), 419-425.
  14. Mokhberi Ahmadi, M. (2009). The effect of presentation conversational subject through multimedia, on learning, reminder and improve motivation science lesson of second grade students. M.Sc. Thesis of Allameh Tabatabaei University. (in Persian).
  15. Moradi, R. (2012). Ther effect of training multimedia on growth of social skills of autism students of first grade in Tehran. M.Sc. Thesis of Allameh Tabatabaei University. (in Persian).
  16. Moradi, R., Sharifi Daramadi, P., & Zareii Zavaraki, E. (2013). Effective training multimedia on growth of social skills of deaf girl students of second grade in Tehran. (in Press). (in Persian).
  17. Moreno, R., & Mayer, R. (2000). Engaging students in active learning: The case for personalized multimedia message. Educational Psychology, 93, 724-733.
  18. Noroozi, D., Ahmadzade, B., & Aghabarati, N. (2011). The effect of multimedia teaching on mathematics Learning in autistic boys. Psychology of Exceptional Individuals, (4)1, 1-24. (in Persian).
  19. Razavi, A. (2007). Modern topics in educational technology. Ahvaz: Chamran University. (in Persian).
  20. Reis, M. G. A. D., Cabral, L., Peres, E., Bessa, A., Valente, A., Morais, R., et al. (2010). Using information technology based exercise in primary mathematics technology of children with cerebral palsyand mental retardation: A case study. The Turkish Online Journal of Educational Technology (TOJET), 9, 106-118.
  21. Samari, E., & Atashak, M. (2009). The effect of teachers knowledge and use of educational technology in improving the quality of students' learning process. Technology Education,4(2), 101-111.
  22. Schery, T., & O'Connor, L. (1997). Language intervention: Computer training for young children with special needs. British Journal of Educational Technology, 28(4), 271-279.
  23. Zareii Zavaraki, E., & Jafarkhani, F. (2010). Multimedia education and its role in special education. Special Education, 98& 99, 22-30. (in Persian).

فایل ها

اشتراک گذاری

ارجاع به این مقاله

آمار