The examine the awareness or foundational knowledge of Article 28 students and novice teachers of Farhangian University concerning dictation disorders

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

This research aims to examine the awareness or foundational knowledge of Article 28 students and novice teachers of Farhangian University concerning dictation disorders. The goal is to propose an appropriate model to improve their understanding of these disorders. This study falls under the applied research category, making it a field study conducted using a mixed-method approach. The statistical population consists of 312 novice teachers and skilled learners from Article 28 who graduated in the academic year of 1399/1400 from the Shahid Maqsoodi campus in Hamedan. Based on Morgan's table, a sample of 170 individuals (85 novice teachers and 85 Article 28 students) was randomly selected. The research employed a custom questionnaire designed around various writing disorders, and responses were gauged on a 5-point Likert scale. 30 educational science experts confirmed the questionnaire's validity and its reliability coefficient was estimated at 0.84 via Cronbach's alpha. Independent and univariate t-tests and Pearson correlation were used for data analysis. To address any ambiguities arising from the questionnaires and to delve deeper into the research questions, interviews were conducted with 12 participants (6 novice teachers and 6 proficient learners). The results revealed that novice teachers had a greater awareness of dictation disorders than the Article 28 students. This suggests that the inclusion of learning disorder modules in the teacher training curriculum might have contributed to this heightened awareness. Based on these findings, it is recommended that specific modules on dictation disorders be integrated into the curriculum.

Keywords

References

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History

  • Receive Date: 15 March 2023
  • Revise Date: 24 March 2023
  • Accept Date: 04 May 2023

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