English online teach mode on learning effect of the student with hyperactivity disorder

Abstract

BackgroundAttention deficit hyperactivity disorder (ADHD) is teenagers’ most common mental and behavioral disorder. Students with ADHD often tend to fidget with their hands and feet while attending in-person English classes. This behavior can impede their ability to engage effectively in learning, consequently leading to suboptimal academic outcomes. The online teaching mode is studied to improve the English learning effect of students with hyperactivity disorder.Subjects and MethodsThe study divided 100 ADHD students in a city into an experimental group and a control group, in which 50 ADHD students in the experimental group were taught in English online teaching mode. In comparison, 50 students in the control group received English offline teaching mode. The study used the attention deficit hyperactivity disorder rating scale (SNAP-IV) to measure and finally compared the final scores of the two groups of students from September 2021 to January 2022 with the SNAP-IV score.ResultsThe data were analyzed by SPSS23.0 statistical software. The final English scores of the experimental group and the control group were (80.24±1.24) and (75.31±1.36) respectively, and the SNAP-IV scores of the experimental group and the control group were (12.2±2.7) and (15.1±2.3) respectively. The experimental group was superior to the control group, and there was a significant difference between the two groups (P <0.05).Conclusions Online English teaching can effectively reduce students’ divergent attention and improve students’ learning concentration.