نوع مقاله : مقاله پژوهشی

نویسندگان

• حمزه میرزائی ¹
• سالار فرامرزی ²
• مجتبی جهانی فر ³
• امیر مثنوی ⁴

¹ دانشجوی دکتری رشته روان‌شناسی و آموزش کودکان استثنایی، دانشگاه اصفهان، اصفهان، ایران.

² استاد گروه روان‌شناسی و آموزش کودکان با نیاز‌های خاص، دانشگاه اصفهان، اصفهان، ایران.

³ استادیار گروه علوم تربیتی، شهید چمران اهواز، اهواز، ایران.

⁴ استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

هدف پژوهش حاضر تعیین اثربخشی بسته آموزشی الگوی محیط یادگیری چندرسانه‌ای بر درگیری تحصیلی و هنجار‌گریزی تحصیلی در دانش‌آموزان دارای اختلال یادگیری خاص ریاضی بود. این پژوهش از نوع ‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و دوره پیگیری دو ماه بود. جامعه آماری شامل تمامی کودکان با اختلالات یادگیری خاص ریاضی در مقطع تحصیلی سوم و چهارم دبستان در شهر اصفهان سال تحصیلی 1401-1402 بود که از این میان آن‌ها 30 نفر به‌ شیوه در دسترس انتخاب و درنهایت به‌صورت تصادفی دو گروه 15 نفری (آزمایش و گواه) تقسیم شدند. شرکت‌کنندگان پرسش‌نامه هنجار‌گریزی تحصیلی کلارک و همکاران (2015) و پرسش‌نامه درگیری تحصیلی ریوه (2013) را برای پیش‌آزمون تکمیل کردند. در ادامه برای گروه آزمایش به مدت ۸ جلسه و هر جلسه 45 تا 60 دقیقه به‌صورت حضوری بسته آموزشی موردنظر، اجرا شد. درحالی‌که گروه گواه آموزشی دریافت نکرد. در پایان دو گروه آزمایش و گواه، پرسش‌نامه هنجار‌گریزی تحصیلی و پرسش‌نامه هنجار‌گریزی تحصیلی را به‌عنوان پس‌آزمون تکمیل نمودند. درنهایت داده‌‌‌ها به روش تحلیل واریانس با اندازه‌گیری مکرر با استفاده از نرم‌افزار SPSS-24 تجزیه‌وتحلیل شدند. تحلیل داده‌های پژوهش نشان داد که بسته آموزشی الگوی محیط یادگیری چندرسانه‌ای به‌طور معنی‌داری منجر به بهبود درگیری تحصیلی و هنجار‌گریزی تحصیلی شده است (001/0>p)؛ بنابراین می‌توان نتیجه گرفت که بسته آموزشی الگوی محیط یادگیری چندرسانه‌ای در افزایش درگیری تحصیلی و کاهش هنجار‌گریزی تحصیلی دانش‌آموزان دارای اختلال یادگیری ریاضی مؤثر بوده و ماندگاری آن بعد از دو ماه پابرجا مانده است.

کلیدواژه‌ها

• الگوی محیط یادگیری چندرسانه‌ای
• اختلال یادگیری
• درگیری تحصیلی
• هنجار‌گریزی تحصیلی

عنوان مقاله [English]

The effectiveness of the educational package of the multimedia learning environment model on academic engagement and academic incivility in students with specific learning disorders

نویسندگان [English]

• Hamza Mirzai ¹
• Salar Faramarzi ²
• Mojtaba Jahanifar ³
• Amir Masnavi ⁴

¹ PhD Student in Psychology & Education of Exceptional Children, University of Isfahan, Isfahan, Iran.

² Professor, Department of Education & Psychology of Children with Special Needs, University of Isfahan, Isfahan, Iran.

³ Assistant Professor, Department of Educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

⁴ Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

چکیده [English]

Abstract
The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.
Keywords: Multimedia Learning Environment Model, Learning Disabilities, Academic Engagement and Academic Incivility.
 
 
 
Extended Abstract

Introduction

It is well-established that each year, a substantial number of students encounter difficulties in maintaining the same academic pace as their peers due to inadequate special education. This issue is especially prevalent amongst students with specific learning disabilities, which can seriously impact their ability to process, analyze, and store information efficiently. Specific learning disabilities, which encompass difficulties in areas such as reading and math (dyslexia, dyscalculia), as well as writing (dysgraphia), spelling, auditory and processing, significantly impact a substantial number of individuals. It's noteworthy that the age range of individuals affected by specific learning disorders typically falls between 10 to 15 years. Research in the field of special education encompasses a range of topics, with some researchers focusing on identifying the challenges faced by children with learning disabilities, while other researchers explore plans, interventions, and methods aimed at facilitating and enhancing their learning abilities. The study's objective was to explore the potential of multimedia learning technology and its applications in supporting the learning process of students with specific learning disorders, particularly in the field of mathematics. Through the utilization of this innovative technology, the goal was to identify effective methods for addressing the unique needs of these learners and ultimately contribute to their academic success.
This study represents the first attempt in the country to examine the impact of a model based on multimedia educational design principles on academic engagement and norm avoidance in individuals with specific math-related learning disorders (specifically, specific learning disorders related to mathematics). While there has been some research into developing various educational programs aimed at enhancing academic engagement and minimizing academic norm avoidance in students, there has been no study specifically focused on developing a multimedia program in the area of special learning disabilities in math to assess its effectiveness (as a teaching technique). Given these circumstances, the proposed study holds significant potential to positively impact academic engagement and academic norm avoidance for individuals with specific learning disabilities, and it aims to explore the effectiveness of the educational package based on the multimedia learning environment model in enhancing academic engagement and minimizing academic norm avoidance among this group of learners.
Method
The current study was conducted as a pre-test, follow-up test experimental design with a control group. The statistical population consisted of boys' primary schools in district 1 in Isfahan city during the academic year 1401-1402. Students from the third and fourth grades of the schools were selected as participants for further analysis. In experimental research, the recommended sample size for each group is 10 to 15 individuals, although the use of at least 5 participants per group in cases of limited access to clinical samples is acceptable while considering certain factors. For the purpose of selecting participants for the study, a comprehensive evaluation process was employed, encompassing math tests, the Raven's IQ test, an assessment of academic records, and teachers' reports. Consequently, a total of 30 students with math disorders were identified and randomly divided into two groups (experimental and control) consisting of 15 individuals each. Apart from the Norm Avoidance Questionnaire, revised by Clark et al. (2015), the study also incorporated Riveh's Academic Conflict Questionnaire (2013). This multi-item scale, comprised of 13 questions, assesses academic conflict across three dimensions: Cognitive Conflict, Behavioral Conflict, and Agent Conflict. The training package under focus was an educational technique known as the multimedia learning environment model. This model comprised a total of 8 face-to-face sessions, each lasting between 45 to 60 minutes. This model covered three distinct categories of cognitive conflict, behavioral conflict, and agent conflict.
Findings
Analyzing the demographic information of the individuals included in this study reveals that the participants were 30 male elementary school students diagnosed with specific mathematic learning disorders in the third and fourth grades, within the age range of 9 to 10 years. Notably, the average age was recorded to be 9.53 years, with a standard deviation of 0.24. The results of the analysis revealed statistically significant differences within and between the groups for both the academic involvement and academic norm avoidance variables (p<0.001). Furthermore, the significance of the interaction effects indicates a pronounced divergence in the changes observed in academic engagement and academic norm avoidance scores between the control group and the multimedia learning environment group across the testing stages (p<0.001).
The analysis of the study results demonstrated that the educational package type had a significant impact on both academic engagement and academic norm avoidance variables at various assessment stages, as substantiated by the significant level less than 0.001 and the corresponding eta square value. The analysis of the effectiveness of the educational multimedia environment model package revealed a statistically significant difference in mean scores for academic engagement (specifically cognitive engagement, behavioral engagement, and agent engagement) and academic norm avoidance (both mild and severe behaviors) from the pre-test to the follow-up stages (P<0.001). Moreover, the data analysis demonstrated a significant decrease in the academic norm avoidance variable (both mild and severe behaviors) from the pre-test phase to the follow-up phase in students with specific disorders. Furthermore, the comparative analysis of the mean scores among the conflict variables (cognitive conflict, behavioral conflict, and agent conflict) revealed no statistically significant differences (P<0.05) between the pre-test and follow-up phases.
Discussion and conclusion
In this study, the repeated measures Analysis of Variance (ANOVA), a statistical technique for analyzing repeated measurements within the same group, was utilized to assess the influence of the multimedia learning environment on academic norm avoidance manifested by students with specific math learning disorders. The results of the analysis revealed that there was a significant difference in the average scores obtained between the pre-test, final test, and follow-up phases within the group exposed to the multimedia learning environment (significant level < 0.001). A comparison of average scores across the three stages (pre-test, final exam, and follow-up stages) demonstrated a significant decline in academic norm avoidance scores, as evidenced by the significant level of <0.001 found in the statistical analysis. Despite the existence of significant differences in the pre-test and final exam phases, there was no significant difference observed between the pre-test and follow-up phases of the test scores. Studies suggest that children with specific mathematical learning Disabilities often encounter challenges in processing social information, which can lead to underdeveloped interpersonal skills, increased social rejection, feelings of isolation, and heightened aggression in children with specific mathematical learning Disability.
The educational multimedia program incorporates elements such as modeling and providing feedback to promote interactive learning and skill development. To this end, individuals are engaged in group play sessions that simulate real-life scenarios, facilitating practice in handling social challenges. This investigation emphasized the significance of modern technologies in the field of education. The educational multimedia program highlights the utilization of multiple senses and visual examples to support the learning process, allowing students to engage in repeated practice and adapt to individual differences. Given the increase in demand for educational media in teaching methodologies, computers and other educational tools have become increasingly significant. The findings of the present study, in conjunction with previous research, indicate that the use of educational multimedia holds significant potential to positively influence children's behavioral responses in social and academic contexts. This can lead to the formation of healthy relationships and foster an active and dynamic learning environment within the school setting, thereby supporting a more well-rounded individual development. It is crucial to recognize the benefits of educational multimedia while also emphasizing the importance of establishing a correct culture of technology utilization and providing appropriate platforms to ensure effective and efficient application towards children’s academic advancement.
In-line with the findings of this study, there was a significant disparity between the mean scores acquired at the pre-test, final examination, and follow-up phases within the multimedia learning environment group. A close analysis of the average scores across the three stages revealed a marked increase in academic involvement from the pre-test to the final examination and follow-up phases. These findings highlight the advantages of modern educational technologies, particularly multimedia, in creating an environment conducive to effective learning. The use of these technologies, with their unique benefits such as increased listening comprehension rates and accurate answers, simplifies the evaluation processes. Furthermore, they contribute to a calm and favorable learning environment, fostering a deeper understanding of concepts. The advantages of educational technologies, particularly multimedia, extend far beyond merely increasing the accuracy of answers. They provide comprehensive learning experiences by eliminating unnecessary cognitive overload and increasing efficiency through the effective integration of text, images, and other visual aids. The integration of new information with prior knowledge not only fosters improved academic performance overall, but also serves to increase academic engagement across a wide range of subjects. Effective academic engagement, as a result, becomes indispensable for the student's academic success. Active participation in academic activities fosters both success and achievement, while passivity in academic pursuits leads to difficulties and failure.

کلیدواژه‌ها [English]

• Multimedia Learning Environment Model
• Learning Disabilities
• Academic Engagement and Academic Incivility