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فراتحلیل پژوهشهای مبتنی بر مدل پاسخ به مداخله بر بهبود عملکرد تحصیلی دانشآموزان در مخاطره اختلال ریاضی | ||
ناتوانی های یادگیری | ||
مقاله 1، دوره 9، شماره 3 - شماره پیاپی 34، اردیبهشت 1399، صفحه 7-31 اصل مقاله (483.66 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/jld.2020.919 | ||
نویسندگان | ||
محمدصبور ابراهیمی1؛ حمید علیزاده* 2؛ باقر غباری بناب3؛ مهدی دستجردی کاظمی4؛ آرینا بختیاری5 | ||
1دانشجوی دکتری روان شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبایی | ||
2استاد روان شناسی، دانشگاه علامه طباطبایی | ||
3استاد روان شناسی، دانشگاه تهران | ||
4استادیار روان شناسی، دانشگاه علامه طباطبایی | ||
5دانشجوی کارشناسی ارشد روان شناسی تربیتی، دانشگاه پیام نور | ||
چکیده | ||
پژوهش حاضر با هدف فراتحلیل میزان اثرگذاری مداخلات موسوم به پاسخ به مداخله بر بهبود عملکرد تحصیلی دانشآموزان در مخاطره اختلال ریاضی انجام شد. جهت دستیابی به هدف پژوهش با استفاده از دو روش جستجوی دستی و نظامدار، 116 پژوهش از غربالگری اولیه رد شدند و از میان آنها 35 پژوهش که ملاکهای ورودی را برآورده کردند، انتخاب و با استفاده از نرم افزار CMA 2 فرایند تحلیل بر روی آنها انجام گرفت. ابزار پژوهش چک لیست کیفیت پژوهش و چک لیست فراتحلیل بود. اندازه اثر ترکیبی پژوهشها 53/0 به دست آمد (0.01P≤). علاوه براین نقش متغیرهای تعدیلگر رویکرد آموزش (0.05P≤)، گروهبندی (0.05P≤)، سطح مشکل دانشآموز (0.01P≤) و پایه تحصیلی (0.05P≤) معنادار بود. نتایج نشان داد که پژوهشهای در چارچوب پاسخ به مداخله در کاهش مشکلات دانشآموزان در مخاطره اختلال ریاضی موثر است. همچنین متغیرهای مرتبط با ویژگیهای مداخله (رویکرد مداخله و نوع گروهبندی) و ویژگیهای آزمودنیها (سطح مشکل و پایه تحصیلی) در بهبود عملکرد ریاضی دانشآموزان در مخاطره اختلال ریاضی نقش دارند. | ||
کلیدواژهها | ||
فراتحلیل؛ پاسخ به مداخله؛ اختلال ریاضی | ||
مراجع | ||
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