اثربخشی آموزش برنامه‎ی فراشناخت پانورا و فیلیپو بر عملکرد ریاضی در کودکان با اختلال یادگیری ریاضی پایه‎ی چهارم دبستان در شهر اصفهان

پژوهش های روان شناسی بالینی و مشاوره

مقاله 3، دوره 4، شماره 2، خرداد 1393، صفحه 33-50   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/ijap.v4i2.24344

نویسندگان

راضیه عباسیان^* ؛ احمد عابدی؛ زهرا سیفی؛ سحر نصر آزادانی

دانشگاه اصفهان

چکیده

هدف از پژوهش حاضر بررسی اثربخشی برنامه آموزش فراشناخت پانورا و فیلیپو بر عملکرد ریاضی دانش‌آموزان دختر با اختلال ریاضی پایه چهارم ابتدایی‌ هست. در این پژوهش از روش پژوهشی تک آزمودنی با طرح A-B استفاده شد. آزمودنی‌ها 3 دانش‌آموز دختر مبتلا به اختلال یادگیری ریاضی در مدارس ابتدایی اصفهان می‌باشند که با استفاده از نمونه‌گیری خوشه‎ای چندمرحله‌ای انتخاب شدند و پس از اجرای آزمون تحت آموزش قرار گرفتند. ابزارهای مورداستفاده شامل چهارمین ویرایش آزمون هوش وکسلر، چک‌لیست تشخیصی اختلال ریاضی و آزمون عملکرد تحصیلی ریاضی بود. در این روش پس از موقعیت خط پایه، مداخله آغاز شد و طی 12 جلسه‎ی مداخله‎ی انفرادی، آموزش فراشناخت پانورا و فیلیپو به آزمودنی‏ها ارائه گردید و هر 3 آزمودنی یک ماه پس از پایان مداخله به مدت 2 هفته‎ی پی‌درپی چهار جلسه تحت آزمون پیگیری قرار گرفتند.
این پژوهش نشان داد که بر اساس شاخص آمار توصیفی و تحلیل دیداری، مداخله‌ی موردنظر در مورد هر سه آزمودنی اثربخش بوده است (با PND 100% برای دو آزمودنی الف و ب و PND 92% برای آزمودنی ج). نتایج پژوهش حاضر نشان داد که با آموزش برنامه فراشناخت پانورا، عملکرد ریاضی دانش آموزان مبتلابه اختلال یادگیری ریاضی بهبود می‎یابد

کلیدواژه‌ها

اختلال یادگیری ریاضی؛ عملکرد ریاضی؛ برنامه ی فراشناخت پانورا و فیلیپو

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