ساخت و اعتباریابی مقدماتی آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان در کشور افغانستان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
یکی از مهم ترین برنامه های نظام آموزشی برای کودکان برنامه سنجش آمادگی تحصیلی کودکان در بدو ورود به دبستان است. هدف پژوهش حاضر ساخت و اعتباریابی آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان در کشور افغانستان» است. این پژوهش با روش توصیفی و آزمون سازی انجام شده است. ابزار پژوهش عبارت است از: آزمون سنجش آمادگی تحصیلی کودکان برای ورود به دبستان که بر اساس منابع مقاله ای به دست آمده و ایجاد شده است. برای این منظور، 100 مقاله علمی پژوهشی مرتبط با موضوع پژوهش از 15 منبع معتبر داخلی وخارجی همچون SID،Magiran ، Irandoc، Ira medex و همچنین، PubMed، Springer، ProQuest، Scopus، Elsevie و Cochrane جمع آوری و بررسی شدند که از تعداد مقاله های یادشده، 34 مقاله که معیار ورود به پژوهش را داشتند تحلیل و بررسی شدند. جامعه آماری شامل کودکان 5 تا 7ساله آماده رفتن به مدرسه در شهر کابل بود که 290 نفر شامل 155 دختر و 135 پسر را در بر می گرفت. با روش نمونه گیری تصادفی خوشه ای، در سه ناحیه که شامل ناحیه های 11، 13 و 15 شهر کابل بودند، اعضای نمونه انتخاب شدند. یافته های پژوهش نشان داد آزمون سنجش ورود به دبستان در کشور افغانستان دارای 10 مؤلفه است. این مؤلفه ها عبارت اند از: استدلال عددی، توجه و حافظه، تکمیل تصاویر، استدلال کمی، بازیابی، تداعی بازی، تکرار جمله و عدد، استدلال دیداری - فضایی، حل مسئله، مهارت دیداری - حرکتی. نتایج پژوهش نشان داد آزمون سنجش آمادگی تحصیلی کودکان در کشور افغانستان دارای روایی (روایی سازه و تحلیل عاملی) و پایایی (آلفای کرونباخ 96/0) مناسب است. بر اساس نتایج روان سنجی آزمون سنجش تحصیلی کودکان در کشور افغانستان چنین استنباط می شود که از این ابزار می توان به عنوان ابزار اولیه غربالگری و سنجش ورود به مدرسه استفاده کرد.Construction and Preliminary Validation of the Children's Academic Readiness Test to Enter Primary School in Afghanistan Country
Background and purposes One of the most important programs in the education system for children is the assessment of readiness for primary school entry. The aim of this research was to develop and validate a readiness assessment test for children entering primary school in Afghanistan. This research was conducted using a descriptive and test-making method. The research tool was a readiness assessment test for children entering primary school, developed based on relevant articles. A total of 100 scientific research articles related to the topic were collected and reviewed from 15 reputable domestic and international sources such as SID, Magi ran, Iran doc, IraMedex, PubMed, Springer, ProQuest, Scopus, Elsevier, and Cochrane. Out of this number, 34 articles that met the research criteria were analyzed. The study population consisted of children aged 5 to 7 years entering school in Kabul, Afghanistan, with a cluster sampling method selecting 290 children (155 girls and 135 boys) for participation. The results of the research indicated that the school entry assessment test in Afghanistan consists of 10 components (numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, game recall, sentence and number repetition, visual-spatial reasoning, problem-solving, visual-motor skills). The results also showed that the assessment test has appropriate validity (structural validity and factor analysis) and reliability (Cronbach's alpha). Based on the psychometric results, the school readiness assessment test for children in Afghanistan can be used as a primary screening tool. Introduction Readiness for entering elementary school is the introduction to learning school subjects. This concept encompasses a set of prerequisite skills that make the learning path of reading, writing, arithmetic, acquiring social skills, and adapting to others in the school environment smooth for students (Ramadhini &Nasution2022). Readiness for entering elementary school is a multifaceted concept (Romanano et al 2010 ).covering various domains of growth such as well-being, physical growth, motor skills, socio-emotional growth, language and literacy skills in reading and writing, primary cognitive abilities in mathematics, and general knowledge ( Amin pour, Sh. (2013). Therefore, assessing the school readiness of children involves multiple skills considered essential for entering school. In a broad classification, these skills include language skills, comprehension, memory, mathematical ability, visual-spatial reasoning, cognitive skills, fine motor skills, processing speed, and attention control (Rasolian.et al 2020).Various factors such as the quality of education received in the pre-elementary years ( Kerker et al 2023) .family well-being (Fadillah&Mariyati2022), emotional regulation (Harrington et al 2020) and child temperament (Valiant et al 202). can facilitate or pose challenges to children's attainment of these skills. Regardless, students' possession of these skills can be predictive of their success in school and academic progress (Fadillh&Tarigan2022). Moreover, one of the prerequisites for achieving international development is assessing the various dimensions of children's readiness to enter school in less privileged environments (Wolf et al 2017). This is because children's readiness for school entry can serve as a foundation for their future successes in various aspects of life and ensure the country's development (Meloy & Schachner 2019).Considering that assessing school readiness in the pre-primary and early elementary stages is considered important but has received less attention in the educational system of Afghanistan, the lack of a school readiness assessment program for children entering school is one of the major challenges in the education system of this country. This is despite the increasing focus of developed countries on the crucial transition from the pre-primary to the elementary stage and the necessity of assessing students' readiness for school entry. Allocating substantial budgets to achieve this fundamental goal is also crucial. Therefore, given the absence of a standardized and culturally appropriate tool in Afghan society, the fundamental issue of this research is constructing and validating a school readiness assessment tool.Research on the School Readiness Assessment Test for Children Entering Elementary School in Kabul, Afghanistan. Based on this, the research questions are as follows:The readiness assessment test for children before entering elementary school in Kabul, Afghanistan. In other words, this research aims to discover the components of the readiness assessment test for children before entering school in Afghanistan, construct and investigate the validity and reliability of the readiness assessment test for children before entering school in Afghanistan. Methodology.What are the components of the school readiness assessment test for children entering school?To what extent is the validity of the school readiness assessment test for children entering school?To what extent is the reliability of the school readiness assessment test for children entering school? MethodologyResearch Design and Data Sources: The current research, considering its objectives and nature, utilizes testing and psychometric methods. To achieve this, 100 scientific research articles related to the research topic were collected and reviewed from 15 reputable domestic and international sources such as SID, Magiran, Irandoc, Iranmedex, as well as PubMed, Springer, ProQuest, Scopus, Elsevier, and Cochrane. Out of this collection, 34 articles meeting the research criteria were selected and analyzed. These criteria included thematic relevance to the skills required for entering school, assessing cognitive and academic readiness skills in children before entering elementary school, and mentioning one or more prerequisite skills such as social, cognitive, or language skills.Ultimately, ten components for diagnosing children's school readiness abilities and constructing a new test were identified by the research team. These components include numerical reasoning, attention and memory, picture completion (finding missing elements in a picture), quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills. A suitable number of questions were designed for each component. After reviewing the items by psychology and child education specialists from Iran and Afghanistan, they were finalized.The study population consisted of all 5 to 7-year-old children entering elementary school in Kabul, Afghanistan. A total of 290 children, including 155 girls and 135 boys, were randomly selected from three districts (Districts 11, 13, and 15) of Kabul using cluster sampling and attended educational centers. The school readiness assessment test was then administered to the 290 participants, and the obtained data were subjected to statistical analysis. ResultsThe results of the research indicated that the school entry assessment test in Afghanistan consists of 10 components (numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, game recall, sentence and number repetition, visual-spatial reasoning, problem-solving, visual-motor skills). The results also showed that the assessment test has appropriate validity (structural validity and factor analysis) and reliability (Cronbach's alpha).The overall model evaluation indices indicate that the data fits the model. All the general model evaluation indices, in line with the predetermined desirable values, suggest the adequacy of the factorial model for the components of numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills. Subsequently, in Table 3, the factor loadings of each conceptual unit of these components are examined. Reliability of the School Readiness Assessment TestResults of the indicate that the reliability of the school readiness assessment test, using the Cronbach's alpha method, for all components including numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills, is above 0.70. Therefore, the mentioned test exhibits acceptable reliability. Additionally, the reliability of this test, using the split-half method, for the overall score and dimensions of numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills is also above 0.70. The mentioned school readiness assessment test demonstrates acceptable reliability.Given these findings, in the present research, efforts were made to design, construct, and validate an entrance assessment test for Afghanistan. The results of the factor analysis revealed that the readiness assessment test for entering elementary school in Afghanistan comprises 10 factors, including numerical reasoning, attention and memory, picture completion, quantitative reasoning, retrieval, associative recall, sentence repetition and counting, visual-spatial reasoning, problem-solving (connecting dots game), and visual-motor skills. Conclusion: Readiness for entry into elementary school is the preamble to learning.This concept encompasses a set of prerequisite skills for children to learn reading, writing, math and social and communication skills. ((Ramadhini , &Nasution,2022) Readiness for entering elementary school includes various concepts( Romano et al , 2010 ) In this important research, an entrance assessment test for entering Afghanistan was designed, constructed, and validated. Based on the psychometric results, the school readiness assessment test for children in Afghanistan can be used as a primary screening tool.These findings align perfectly with the research objectives. Readiness for entry into elementary school is the preamble to learning. This concept encompasses a set of prerequisite skills for children to learn reading, writing, math, and social and communication skills.It isrecommended that the Ministry of Education of Afghanistan utilize this test for the elementary school entrance section. Moreover, by implementing this test, the Ministry of Education of Afghanistan can design and implement an early intervention program for children facing growth, motor, language, and learning challenges, among others.This article is part of the doctoral dissertation of the first author in the field of Psychology and Child Education with Special Needs, approved with the ethics code (IR.UI.VEC.1041117) at the University of Isfahan. Throughout this research, ethical principles such as confidentiality and data integrity have been strictly adhered to based on ethical codes.Role of each author: The conception and design of the idea, as well as the writing of this article, were carried out by the first author under the guidance and supervision of the second and third authors.Financial support: This research was conducted without financial support from any institution or individual.Conflict of interest: The authors declare that in reporting the research, there is full transparency, and there is no conflict of interest in its results.
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