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العنوان باللغة العربية

أثر البرنامج التعليمي المبني على الأدلة في تدريس العلوم للطلاب ذوي الاحتياجات الخاصة في الفصول الشاملة

Abstract

Abstract:The current study aimed to investigate the impact of an evidence-based instructional program consisting of: Explicit Instruction (EI) along with Numbered Heads Together (NHT) in comparison to the traditional, hand raising (HR) technique on fourth-grade students with and without special needs’ daily science quiz scores. Additionally, the researchers sought to explore the impact of the interventional program on the cumulative, pre and post-test performances of participants. Using mixed methods—single-subject, alternating treatment (comparing the interventional program [EI & NHT] to HR), and quasi-experimental designs—data were collected. Data were analyzed using a measure of central tendency (mean scores) of daily science quiz scores, and t-tests to derive results from the pre and post-test cumulative scores. The findings revealed all students in the experimental group, including those with special needs, improved their mean scores on daily science quizzes, along with cumulative, post-test performances. This improvement was achieved after the delivery of the interventional program. Social validity interview with the classroom teacher demonstrated that the instructional program provided a motivational, engaging learning atmosphere for all students including those with special needs. Recommendations for future research and practices were provided.

Keywords

inclusive class, Numbered Heads Together (NHT), science, disabilities

الكلمات المفتاحية

الفصل الشامل / المدمج; إستراتيجيَّة الرؤوس المُرقَّمة (NHT)،; العلوم; الإعاقات

Article Type

Article

First Page

420

Last Page

435

Publication Date

10-1-2024

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