Volume 8, Issue 6 (Shenakht Journal of Psychology and Psychiatry 2022)
Shenakht Journal of Psychology and Psychiatry 2022, 8(6): 125-137 |
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1- Assistant Professor, Department of Mathematics and Statistics, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran , Doosti1361@gmail.com
2- Assistant Professor, Department of Mathematics and Statistics, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
2- Assistant Professor, Department of Mathematics and Statistics, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
Abstract: (2079 Views)
Introduction: Brain-based teaching is the purposeful application of brain function strategies for teaching that affect learning.
Aim: The study evaluated the effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity disorder.
Method: This study was experimental with a pretest-posttest design and a control group. The population was students with Attention Deficit Hyperactivity disorder in Gorgan in 2021. Thirty people were randomly selected and grouped into two experimental (N=15) and control (N=15) groups. Data were collected based on the Academic Procrastination Scale (Solomon and Rothblum, 1984), a researcher-made comprehension test, and a timer, and the experimental group received brain-based teaching four times a week for eight sessions. Data were analyzed by multivariate analysis of covariance (MANCOVA) with SPSS software version 25.
Results: The results showed that mathematics education by brain-based method reduces academic procrastination (P<0.01, F=184.924); increased comprehension (P<0.01, F=80.504) and learning speed (P<0.01, F=165.559) in students with Attention Deficit Hyperactivity disorder.
Conclusion: Since brain-based math education affects academic procrastination, comprehension and learning speed of students with Attention Deficit Hyperactivity disorder, it is suggested that for the development of students with Attention Deficit Hyperactivity disorder, brain-based teaching should be adopted for normal classes and children with learning disabilities in curricula.
Aim: The study evaluated the effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity disorder.
Method: This study was experimental with a pretest-posttest design and a control group. The population was students with Attention Deficit Hyperactivity disorder in Gorgan in 2021. Thirty people were randomly selected and grouped into two experimental (N=15) and control (N=15) groups. Data were collected based on the Academic Procrastination Scale (Solomon and Rothblum, 1984), a researcher-made comprehension test, and a timer, and the experimental group received brain-based teaching four times a week for eight sessions. Data were analyzed by multivariate analysis of covariance (MANCOVA) with SPSS software version 25.
Results: The results showed that mathematics education by brain-based method reduces academic procrastination (P<0.01, F=184.924); increased comprehension (P<0.01, F=80.504) and learning speed (P<0.01, F=165.559) in students with Attention Deficit Hyperactivity disorder.
Conclusion: Since brain-based math education affects academic procrastination, comprehension and learning speed of students with Attention Deficit Hyperactivity disorder, it is suggested that for the development of students with Attention Deficit Hyperactivity disorder, brain-based teaching should be adopted for normal classes and children with learning disabilities in curricula.
Keywords: Brain-based mathematics teaching, Academic procrastination, Comprehension, Learning rate, Attention Deficit Hyperactivity Disorder (ADHD)
Type of Study: Research |
Subject:
Special
Received: 2021/10/17 | Accepted: 2021/12/19 | Published: 2022/01/29
Received: 2021/10/17 | Accepted: 2021/12/19 | Published: 2022/01/29
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