Abstract
This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.
Highlights
Research evidence shows that many children exhibit diverse abnormal behaviors which include perceptual, visual hyperactivity disorders of memory and inattention
H01: There is no significant difference between the posttest mean scores of children with Attention Deficit Hyperactivity Disorder (ADHD) exposed to the application of brain-based teaching strategies and those exposed to the conventional method in mathematics
H02: There is no significant difference in the academic performance of male and female children with ADHD taught with the application of Brain-based Teaching Strategies and those taught with conventional method in Mathematics
Summary
Research evidence shows that many children exhibit diverse abnormal behaviors which include perceptual, visual hyperactivity disorders of memory and inattention. 2. Method The design consisted of two treatment groups, Brain-based Teaching Strategies and Conventional group and Moderator variable of Mathematics Anxiety at two levels (low and high) were used in the study. Method The design consisted of two treatment groups, Brain-based Teaching Strategies and Conventional group and Moderator variable of Mathematics Anxiety at two levels (low and high) were used in the study In using this design, two intact classes of participants were randomly assigned to experimental and control groups respectively. The experimental group was exposed to Brain-based Teaching Strategies while the control group was exposed to conventional strategy The participants in both groups were post tested after the application of treatment. The application of Brain-based Teaching Strategy is more effective than the conventional method on children with ADHD academic performance
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
