The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model

Abstract

Objective: The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Methods: Because of the nature of this study, the method was quasi-experimental (pre-test-post-group test). The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 2019-2020. Sampling procedure of this study was simple random sampling for students with special math and writing learning disabilities (20 people from each group) referring to the centers for learning disabilities in Ardabil and cluster sampling for normal students in Ardabil (40 people). Results: Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups. The obtained data were analyzed by SPSS v. 24 software and covariance statistical method. The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P<0.05). In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group. Conclusion: The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal.