Factor Affecting Dictation Disruption in Primary School Students Dor: https://dorl.net/dor/20.1001.1.17354986.1398.14.54.6.1

Document Type : Original Article

Authors

1 University of Tehran

2 faculty member, university of Tehran, faculty of psychology and Education

Abstract

The aim of this present study is identifying the potential factors involved in dictation disruption in primary school students. For this purpose, a descriptive phenomenological method was used. 23 semi-structured interviews were completed by 14 primary teachers and 9 experts. The data analysis was conducted through Colaizzi's seven-step method, to identify and classify first 101 codes, 19 sub themes and 7 main themes. Member checking, triangulation and Prolonged Engagement were employed to validate the findings of External audit. The main extracted themes included: psychological, environmental, linguistic, program, understanding, personal, and physiological factors. The results revealed that elementary school students face numerous and variety of dictation disorders and this necessitates the immediate and serious attention and action of primary education administrators in order to improve the quality of dictation teaching, the process of assessing academic achievement and preventing the aggravation of its consequences. Based on the obtained results, the recommendations are presented for improving the status and providing context for reducing the disruptions.

Keywords

References

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Journal of Curriculum Studies
Volume 14, Issue 54 - Serial Number 54
December 2019
Pages 181-218

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History

  • Receive Date: 07 February 2019
  • Revise Date: 23 July 2019
  • Accept Date: 04 September 2019

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