farah Mamlekat Dust; REAZ PASHA; saeed Bakhtiarpoor; Marzieh Talebzade Shoushtari
Abstract
AbstractThe main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 ...
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AbstractThe main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 qualified students with learning disabilities who referred to learning disabilities centers between years 1397-1398 in Tehran were selected through available and purposeful sampling methods and were assigned in motor perceptual experimental group (n=20) and the control group (n=20). The follow-up stage was also performed one month after the test. To complete the data, IQ test questionnaires (Wechsler, 2003), math learning disorder (Conley, 1988) and standard test anxiety questionnaire (Sarason, 1957) were used. SPSS software was used to analyze the data. Findings of the statistical tests of multivariate analysis of covariance in the groups of motor perception and control training in the post-test and follow-up stages show that these groups are significantly different from each other in at least one of the dependent variables. Thus, in both of these stages, there is a significant difference in the variables of math disorder and test anxiety between the groups of motor perception training and control indicating the continuation of the effect of motor perception training in the experimental group. Therefore, it can be concluded that motor perception training is used to reduce math disorders and test anxiety in students.
Mahshid Jahtalab Ziabari; Hasan Ahadi; Mohsen Meshkobid Haqiqi
Volume 11, Issue 36 , July 2015, , Pages 213-221
Abstract
This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7th grade in ...
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This research aimed at studying the educational effectiveness of the meta-cognitive strategies and creativity on academic self-concept. The research designed as semi-test in two test groups and one control group by pre-test and post-test. The population consisted of female students of the 7th grade in region 2 of Tehran city in 2014-2015.The statistical sample was composed of 54 students from which 18 students placed randomly in meta-cognition group, 18 creativity group and 18 control group. Then, DELAVAR academic self-concept pre-test performed for groups and the first test group trained as 10 sessions of 70 min by a teaching pack of TREE method(SEXESTON et al model), the second test group by researcher-made teaching pack of creativity of TOLENCE & WILLIAMS principles and control method by common teaching methods. To investigate the increased academic self-concept, the post-test were used. Data analyzed by using statistical tests such as covariance analysis. The findings have been shown to students enjoying meta-cognitive and creativity education have increased their academic self-concept significantly and this research recommended good solutions to improve academic self-concept.
