Volume 8, Issue 6 (Shenakht Journal of Psychology and Psychiatry 2022)                   Shenakht Journal of Psychology and Psychiatry 2022, 8(6): 125-137 | Back to browse issues page


XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Doosti Deilami M J, Abbasian H, Kazemipour S A. The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD). Shenakht Journal of Psychology and Psychiatry. 2022; 8 (6) :125-137
URL: http://shenakht.muk.ac.ir/article-1-1367-en.html
Assistant Professor, Department of Mathematics and Statistics, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
Abstract:   (713 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.
Full-Text [PDF 479 kb]   (411 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/10/17 | Accepted: 2021/12/19 | Published: 2022/01/29

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 All Rights Reserved | Shenakht journal of psychology & psychiatry

Designed & Developed by : Yektaweb