Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder

Erica Dorethea Spangenberg

doi:10.15700/saje.v37n3a1419

Erica Dorethea Spangenberg

Open Access

https://doi.org/10.15700/saje.v37n3a1419

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Abstract

Many learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the achievement goal orientation of Grade Nine mathematics learners in a conventional classroom. The two groups studied were learners experiencing attention-deficit hyperactivity disorder (ADHD) and learners without ADHD. A quantitative, exploratory research design was used. Twenty Grade Nine learners, of whom 10 experienced ADHD, were purposefully selected from one school in Ekurhuleni-East, South Africa. Data was collected with an existing questionnaire. The results revealed that while learners without ADHD compare themselves against their peers’ behavioural and cognitive engagement, as well as the level of their mastery goal orientation, learners with ADHD rely more on their personal performance-avoidance goal orientation and the goal orientation of their parents. Differences between the achievement goal orientation of mathematics learners with or without ADHD could assist teachers in recognising methods to direct learners’ goals for better engagement with and improved results in mathematics, which could support learners to develop to their full potential in the subject. Keywords: achievement goal orientation; attention-deficit hyperactivity disorder (ADHD); learners; mastery; mathematics; performance

Highlights

Attention-deficit hyperactivity disorder (ADHD) is common worldwide, though not recognised as a behavioural challenge by many countries, for its difficulty to diagnose and unpleasant effect on learners, teachers, parents and communities as a whole (Faraone, Sergeant, Gillberg & Biederman, 2003)
The results are presented in terms of descriptive statistics determining the internal reliability of the 17 key constructs of achievement goal orientation followed by Principal Components Analysis (PCA) extract determining the discriminant validity of the key construct
Learners without ADHD and learners with ADHD differed significantly at a 95% level in terms of five of the 17 key constructs mentioned by Vedder-Weiss and Fortus (2011), namely learners’ personal performance-avoid goal orientation (p = .027 < .05); learners’ perception of peers’ mastery goal orientation (p = .033 < .05); learners’ perception of parents’ mastery emphasis (p = .011 < .05); learners’ perception of parents’ performance emphasis (p = .005 < .05); and behavioural and cognitive engagement (p = .004 < .05)

Summary

Introduction

Attention-deficit hyperactivity disorder (ADHD) is common worldwide, though not recognised as a behavioural challenge by many countries, for its difficulty to diagnose and unpleasant effect on learners, teachers, parents and communities as a whole (Faraone, Sergeant, Gillberg & Biederman, 2003). South Africa as a developing country with a prominent emerging economy can, generate effective solutions for current global behavioural challenges, such as ADHD. Despite the country’s economic growth, South African government schools struggle with poor quality of education, under-qualified teachers and deprived systems for inclusive education, especially for learners with learning challenges. Conventional classrooms in South Africa are characterised by being inclusive, catering for a range of learning challenges (Department of Education (DoE), 2001), such as learners with ADHD. These classrooms are mostly overcrowded, regarded as being competitive, and often academically benefit only learners who can work independently, take responsibility for their own progress and set clear achievement goals

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