Teacher Ratings Research Articles

The Implementation of Occupational Health and Safety Using Zerosicks in Indonesia Vocational Education

This study aims to determine (1) the implementation of occupational health and safety (OHS) using the Zerosicks method in vocational education and (2) the significant relationship between each aspect of the countenance stake evaluation model. The model consists of 3 stages: input (Antecedent), process (Transaction), and output. Then, the population in this study involved 727 students with a sample size of 258.03, and this research was conducted in April-June 2021 at the Prambanan Muhammadiyah Vocational High School. Furthermore, the data analysis techniques used were quantitative descriptive and SEM (Structural Equation Modeling). The study findings reveal that (1) the antecedent stage, encompassing environment, hazard, risk, knowledge, and standardization indicators, is evaluated as excellent by teachers and predominantly good by students. In the Transaction stage, focusing on risk management control, solution, implementation, and culture indicators, teachers rate it as good to perfect, while students generally rate it as very good to good. Moreover, the output stage, comprising control and OHS behavior awareness indicators, is deemed outstanding by both teachers and students. (2) The indicators of the model are valid and achievable following the results of the confirmatory factor analysis, and the structure of the theoretical model fulfils the Goodness of Fit criteria for empirical data because it has six criteria. Furthermore, an antecedent has a significant effect on Transaction and OHS Output, while a Transaction has a significant effect on OHS Output.

Perceived Strengths and Difficulties in Children and Adolescents With Chronic Physical Health Conditions

Abstract: Theoretical Background: The Strengths and Difficulties Questionnaire (SDQ) is often used for screening of psychological problems in children with chronic physical health conditions (CPHC). Objective: The present meta-analysis tested (a) whether the SDQ scores of young people with CPHC show elevated psychological symptoms and lower prosocial behavior compared with healthy peers or test norms, (b) which conditions are associated with the strongest increase in symptoms, and (c) whether results vary by sample and study characteristics. Method: Studies that compared SDQ scores between young people with CPHC and healthy peers or test norms or that provided sufficient information for a comparison with established normative data or sociodemographically equivalent healthy groups from that country, and if studies were published or made available online before July, 2023, were included in the meta-analysis. Study quality was evaluated with the Mixed Methods Appraisal Tool. A systematic search in the electronic databases Medline, PsycINFO, PSYNDEX, Web of Science, and the SDQ database resulted in 605 studies of 217,440 children and adolescents with CPHC that were included in random-effects meta-analyses. Results: There were, on average, small-to-moderate elevations in total difficulties (parent/self-report: g = .52/.31) and the four problem scales as well as slight reductions in parent reports on prosocial behavior ( g = -.17). Elevations in parent- and self-reports on emotional symptoms ( g = .48/.31) and peer problems ( g = .43/.26) were significantly stronger than elevations in conduct problems ( g = .30/.10) and hyperactivity–inattention ( g = .33/.13). In addition, children with cerebral palsy (parent/self-report of total problems: g = .82/.66), chronic fatigue syndrome ( g = .82/.66), and epilepsy ( g = .95/.40) showed above-average elevations in psychological symptoms. Stronger effect sizes were found, among others, in older children and in the case of a later age at onset. Direct comparisons of the results of published and unpublished studies on self-rated SDQ found some evidence for a possible publication bias, while results of published and unpublished studies did not vary when parent ratings were used. With regard to limitations, only few studies were available on teacher ratings and from non-Western countries. Illness-specific analyses were impossible for rarely assessed conditions, such as cystic fibrosis and spina bifida. Discussion and Conclusion: It is concluded that children with epilepsy, cerebral palsy, chronic fatigue syndrome, and other conditions affecting the brain should be, in particular, screened for psychological problems. Symptom overlap of some CPHC with the Emotional Symptoms scale has to be considered when interpreting the data.

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales

Can behaviorally inhibited preschoolers make friends?

Preschoolers who display extremely inhibited behavior are at risk for the development of anxiety disorders. However, behavioral inhibition (BI) is a multifaceted characteristic. Some children with BI are fearful when confronted by unfamiliar adults, peers, and objects; others are fearful when separated from their parents. In the present study, we examined specific features of BI that predicted observed friendship formation among preschoolers who are behaviorally inhibited. We also examined whether teacher ratings of classroom behaviors predicted friendship formation. Sixty highly inhibited children (35 female, Mage = 52.57 months) were observed during eight weekly free-play sessions with initially unfamiliar inhibited peers. Free-play periods occurred before weekly intervention sessions for children with BI and their parents. An observational protocol was developed to identify children who made a friend during the eight weekly sessions. Before the first session, different subtypes of BI were assessed by parents; preschool teachers assessed the children's classroom behaviors with familiar peers. Twenty-six children met the criteria for having made and kept a friend. Probit regression analyses revealed that parent ratings of BI among unfamiliar peers and teacher ratings of children's social anxiety before the intervention were associated with a decreased probability of making a friend. No evidence was found linking children's responses to the intervention and friendship formation. Results suggest that extremelyinhibited preschoolers are capable of making friends. Implications for future research and intervention efforts that focus on individual differences of children with BI are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

The Influence of Gender and Intellectual Ability on Students Perception of Econmics Teachers Effectiveness in Higher Education

Researchers have argued that student’s rating of teachers’ effectiveness is not a valid measure because it is influenced by a host of factors. The purpose of the study was to determine whether students’ gender and intellectual ability significantly influenced their perceptions of teachers’ effectiveness in a university setting. The Cross-sectional survey research design was employed through the use of students’ rating of teacher effectiveness questionnaire to collect the data. A total of 485 students, sampled from four Public Universities in Ghana participated in the study. The data were processed using SPSS software, version 20 and analysed using independent sample t-test. The results suggest that gender and intellectual ability did not influence students’ perception of Economics teachers’ effectiveness. The results have implications for authorities of Higher Education Institutions including School Administrators, teachers, and policymakers, as they assure and further guide efforts to improve upon students rating of teacher effectiveness. The study recommends that future research should consider the influence of the classroom physical environment on students’ perception of teachers’ effectiveness.

Development of peer assessment rubrics in simulation-based learning for advanced cardiac life support skills among medical students

IntroductionPeer assessment can enhance understanding of the simulation-based learning (SBL) process and promote feedback, though research on its rubrics remains limited. This study assesses the validity and reliability of a peer assessment rubric and determines the appropriate number of items and raters needed for a reliable assessment in the advanced cardiac life support (ACLS) context.MethodsNinety-five third-year medical students participated in the ACLS course and were assessed by two teachers (190 ratings) and three peers (285 ratings). Students rotated roles and were assessed once as a team leader on a ten-item rubric in three domains: electrocardiogram and ACLS skills, management and mechanisms, and affective domains. Messick’s validity framework guided the collection of validity evidence.ResultsFive sources of validity evidence were collected: (1) content: expert reviews and alpha, beta, and pilot tests for iterative content validation; (2) response process: achieved acceptable peer interrater reliability (intraclass correlation = 0.78, p = 0.001) and a Cronbach’s alpha of 0.83; (3) internal structure: demonstrated reliability through generalizability theory, where one peer rater with ten items achieved sufficient reliability (Phi-coefficient = 0.76), and two raters enhanced reliability (Phi-coefficient = 0.85); construct validity was supported by confirmatory factor analysis. (4) Relations to other variables: Peer and teacher ratings were similar. However, peers rated higher in scenario management; further generalizability theory analysis indicated comparable reliability with the same number of teachers. (5) Consequences: Over 80% of students positively perceived peer assessment on a 5-point Likert scale survey.ConclusionThis study confirms the validity and reliability of ACLS SBL rubrics while utilizing peers as raters. Rubrics can exhibit clear performance criteria, ensure uniform grading, provide targeted feedback, and promote peer assessment skills.

Study on the influencing factors of the STR based on linear regression-take China as example

In recent years, the student-teacher ratio (STR) has received widespread attention in the field of education. By now, the STR has become an important indicator of education. This article first theoretically analyzes the relationship between the STR and the proportion of the school-age population in the middle school stage to the total population of the country, teacher gender ratio, the proportion of education expenditure in GDP, and GDP per capita, predicting that there is a positive correlation between STR and the proportion of school-age population in the total population, and there is a negative correlation between STR and the rate of women teacher, the proportion of education funds in GDP, and GDP per capita. Then this article establishes the regression equation of STR and the above variables through the data of secondary schools in China in the past 30 years. And it finds that there is a positive correlation between STR and the proportion of the school-age population in the middle school stage to the total population of the country, and there is a negative correlation between STR and the rate of women teachers, and GDP per capita, and there is no linear relation between STR and the proportion of education funds in GDP. Also, this article finds that proportion of the proportion of the school-age population in the middle school stage to the total population of the country, rate of women teachers and GDP per capita have collinearity relationship.

Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD.

Adolescents vary considerably in their circadian phase preference; those with greater "eveningness" (also known as "night owls") have later bedtimes, wake times, and peak arousal compared to those with greater "morningness." Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds-sleep duration and sleep quality-as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Participants were 302 adolescents (Mage = 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common.

ChatGPT, Bard, Bing Chat, and Claude generate feedback for Chinese as foreign language writing: A comparative case study

AbstractThis comparative case study analyzes and evaluates the performance of four prevalent artificial intelligence (AI) models―ChatGPT, Google Bard, Microsoft Bing, and Claude―in generating feedback on Chinese as a Foreign Language writing. The study assessed the models' effectiveness, accuracy, alignment with pedagogical principles, and cultural appropriateness through a multi‐faceted data collection process involving student article writing, chatbot feedback, and teacher evaluation. The quantitative analysis of teacher ratings indicates that Claude demonstrated the highest average alignment with human instructor scores across the four articles, followed by Google Bard. Qualitative examination reveals differences in the types of feedback provided, with models excelling at surface‐level vocabulary, grammar, and mechanics critiques but limited in providing rhetorical, pragmatic, and structural feedback compared to teachers. While showing potential benefits, judicious integration of AI writing feedback tools upholding academic integrity is advised. This paper utilizes non‐Pro subscription plans for its research, ensuring accessibility by teachers or students without any cost. The date of access for these chatbots was September 20, 2023. The AI models used include ChatGPT based on OpenAI's GPT‐3.5 architecture with a knowledge cut‐off in January 2022, without Internet browsing capabilities; Google Bard from the Gemini family, version 1.0, which integrates internet‐based search; Microsoft Copilot (Balanced mode), which evolved from Bing Chat, providing information and content generation; and Claude version 2. This approach ensures the study's findings are applicable and replicable for educators and students utilizing freely available resources.

Longitudinal relations of prematurity and fetal growth restrictions with hyperactivity/inattention and aggression/delinquency.

It is the aim of this study to analyze the longitudinal relationship between premature birth and low birth weight and the reciprocal influence between hyperactive/inattentive behavior and aggressive/delinquent behavior problems in children from early to late childhood. This study contains data from the German Erlangen-Nuremberg Development and Prevention Study. It applies prospective longitudinal path analyses on data obtained from postnatal pediatric assessments as well as later psychosocial behavior assessments by teachers and parents on N = 667 children, out of which n = 83 children (12.44%) were born preterm/small for gestational age. The results show direct effects of birth complications at the beginning of preschool on hyperactivity/inattentiveness (teacher rating: ß = 0.28; p = 0.017; parent rating: ß = 0.32; p = 0.005), but not on aggression/delinquency (teacher rating: ß = 0.002; p = 0.427; parent rating: ß = 0.12; p = 0.324). Reciprocal effects between aggression/delinquency and hyperactivity/inattentiveness were stable at the end of elementary school, but not at the end of preschool across informants. Our results support a differentiated view on the potential development of behavior problems after birth complications and the demand for early prevention measures. Our results extend to the existing body of research by providing insight into the longitudinal effects of prematurity and fetal growth restrictions on hyperactive and aggressive/delinquent behavioral problems throughout a rather long period of development in childhood. The results show direct effects of birth complications on the development of hyperactivity for boys, but not for girls across informants. No direct effects of birth complications on aggression/delinquency are found. Our findings speak against too simple views on behavioral consequences of birth complications and thus can relieve too anxious parents, however close monitoring of the behavioral development of respective children is indicated.

Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement

A school’s emphasis on academic success (SEAS) is a crucial aspect of school climate that can be rated by different informants, such as teachers or principals, and with respect to their perception of different groups’ emphasis on academic success, such as parents or students. We know little about whether there is agreement between these ratings. Utilizing Israeli Trends in International Mathematics and Science Study (TIMSS) 2019 data and multilevel structural equation modeling, we examined how teachers and principals rate teachers’, students’, and parents’ emphasis on academic success and how these ratings are related to student achievement. We found that (a) ratings are invariant across informants; (b) teachers and principals agree on parents’ and students’ yet not teachers’ emphasis; (c) teacher ratings explain more variation in student achievement than principal ratings. Since SEAS ratings diverge by informants and relations to student achievement, researchers need to craft validity arguments in their studies.

Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students

Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students ( n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers ( n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item’s validity.

Development of a Teacher Rating Scale for Giftedness (TRSG)

Abstract Introduction: Intellectual giftedness is an important student characteristic that teachers need to take into consideration when designing education programs and providing educational support to these students. Effective nomination and identification are the basis for further education. In nominating gifted students for special educational programs, teachers play an important role by providing information about superior characteristics of students. The purpose of this study is to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs. Methods: In order to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs, the present study involved three stages: item generation, instrument application and validity-reliability analyses. One hundred sixty-nine teachers participated in the study. To ensure the validity of the scale, its content, construct and criterion-related validity were examined, and to ensure its reliability, its Cronbach alpha value was calculated. For content validity, three experts on gifted education examined the items and the whole scale in terms of successful intelligence theory. After their approval of the content, construct validity was examined by confirmatory factor analysis. Results: The result of the analysis supported the three-factor structure of the scale having 17 items. According to the results of the research, it has been established that the TRSG is a valid and reliable instrument, and it may be used to nominate gifted children based on the evaluations of the teachers. Discussion: Sternberg (2018) defined three components. According to the theory of Sternberg (2018), giftedness involves analytical, practical and creative intelligences, and they are associated not only with each other but also with a G factor. In the analysis, each item was classified under a component of successful intelligence theory and the statistical examinations supported the anticipated associations among the items and the factors. Limitations: The sample size of the teachers was small. The limitations of this study are the use of convenience sampling and the inclusion of only 169 teachers in the sample. Another limitation is rating bias. Conclusions: The results on the validity and reliability supported the notion that the scale is appropriate to be used for nomination purposes by teachers in gifted education programs. Its limited number of items, quick application, and simple scoring procedures make it advantageous for use in various contexts.

Systematic review and meta-analysis:relative age in attention-deficit/ hyperactivity disorder and autism spectrum disorder.

Youngest students in their class, with birthdates just before the school entry cut-off date, are overrepresented among children receiving an Attention-Deficit/Hyperactivity Disorder (ADHD) diagnosis or medication for this. This is known as the relative age effect. This systematic review and meta-analysis summarises the evidence on the influence of relative age on ADHD symptoms, diagnosis and medication prescribing. As no review to date has investigated the association with autism spectrum disorder (ASD) diagnosis, this is also examined. Following prospective registration with PROSPERO, we conducted a systematic review according to the PRISMA guidelines. We searched seven databases: Medline, Embase, PsycInfo, Web of Science Core Collection, ERIC, Psychology and Behavioural Sciences Collection, and Cochrane Library. Additional references were identified from manual search of retrieved reviews. We performed a meta-analysis of quantitative data. Thirty-two studies were included, thirty-one investigated ADHD and two ASD. Younger relative age was associated with ADHD diagnosis and medication, with relative risks of 1.38 (1.36-1.52 95% CI) and 1.28 (1.21-1.36 95% CI) respectively. However, risk estimates exhibited high heterogeneity. A relative age effect was observed for teacher ratings of ADHD symptoms but not for parent ratings. With regard to ASD, the youngest children in their school year were more likely to be diagnosed with ASD. This review confirms a relative age effect for ADHD diagnosis and prescribed ADHD medication and suggests that differences in teacher and parent ratings might contribute to this. Further research is needed on the possible association with ASD.

Leaders of Peer Groups in Chinese Early Adolescents: The Roles of Social, Academic, and Psychological Characteristics in Group Leadership

Leadership in peer groups is an important issue in adolescent socioemotional development, yet it has received limited attention in research. This one-year longitudinal study examined peer group leadership and the roles of social, academic, and psychological characteristics in the dynamics of group leadership. Participants included 1061 Chinese students (initial mean age =11.17 years; SD = 6.98 months; 49.4% female). Data were collected from peer assessments, teacher ratings, and self-reports. The longitudinal social network analysis (SIENA) indicated that peer group leadership was fluid with leadership status evolving over time across groups in a hierarchical manner. Adolescents displaying higher social competence and aggression and lower shyness were more likely to become group leaders. Academic performance and loneliness were not significantly associated with the dynamics of peer group leadership. The results help understand peer group leadership and contributions of social behaviors to the attainment of leadership status in peer groups in early adolescence.

대학 정량지표를 통해 본 대학혁신지원사업의 성과와 시사점

Objectives This study analyzed the performance of university innovation support projects through quantitative in-dicators of universities. Methods A paired t-test method and one-way analysis of variance were used as research methods. Results As a result of the analysis, the acquisition rate of full-time teachers and the recruitment rate of students were lower than before the university innovation support project, while the education cost reduction rate, the total number of courses per student, the appropriateness of the lecture size, the recruitment rate of new students, and the employment rate of graduates were higher than before the university innovation support project. The recruit-ment rate of enrolled students and the employment rate of graduates were higher in the metropolitan area than in the non-metropolitan area. According to the university size, there was no difference in the rate of change in all indicators except for the enrollment rate, and in the case of the enrollment rate, large universities performed better than those that did not. Conclusions This study is significant in that it has confirmed that the university innovation support project is ach-ieving quantitative as well as qualitative performance of various university innovations, and balances according to university regional conditions and size.

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

ABSTRACTCreativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Data were collected from 243 elementary school students. We applied the normal mixture technique to classify participants into latent subgroups. Five latent subgroups of students were identified: Overconfident Low Performers, Creative High Achievers, Under‐Confident Below‐Average Achievers, Mathematically Oriented Students, and Calibrated Above‐Average Achievers. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher ratings of students' originality were more in line with student academic performance rather than with their performance‐based originality scores. Students' self‐ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self‐ratings of originality, despite displaying very different levels of performance on the divergent thinking assessment.

The influence of professional identity and occupational well-being on retention intention of rural teachers in China

Rural teachers are fundamental to rural education. Currently, the high turnover rate of rural teachers is a bottleneck that restricts the improvement of rural education quality. However, most existing studies focus on why rural teachers cannot stay but do not pay enough attention to the reasons for them to stay. Therefore, from the perspective of retention, this study breaks through the limitations of teacher stability represented by teacher turnover in the past and further enriches the theoretical understanding of rural teacher retention. This study adopts a questionnaire survey of 588 rural teachers in Yulin City, Shaanxi province, China. It found that the overall retention intention (emotional retention and interest retention) of rural teachers was not very strong, and it shows statistically significant differences in terms of age, address on their ID card, marital status, educational level, years of teaching in rural areas, and the type of house they currently live in. The following three strategies are proposed in the hope of stabilizing the rural teacher team: (i) Focus on key groups and accurately meet the real needs of rural teachers, (ii) Strengthen professional identity to improve benefit retention intention, and (iii) Promote occupational happiness to further enhance the emotional retention intention of rural school teachers.

The Effectiveness of Motor Games Based on Montessori Theory on Improving the Motor Skills of Children With Attention-Deficit/Hyperactivity Disorder

Background and Aims The present study aimed to investigate the effect of a course of practicing motor games based on Montessori theory on the fine and gross motor skills of children with attention-deficit/hyperactivity disorder. Methods The present research was quasi-experimental. This study was done using a pretest-posttest design on 30 male students with attention-deficit/hyperactivity disorder. They were randomly divided into the control (15 students with a mean age of 8.1±0.4 years) and experimental (15 students with a mean age of 8.1±0.5 years). Children with attention-deficit/hyperactivity disorder were diagnosed and found appropriate by psychiatrists. They were also assessed using the Conners’ parent and teacher rating scale questionnaire, whose validity and reliability in Iran were found to be 81%, using the Cronbach method. Then, through the Lichen-Ozeretsky motor adequacy test, both groups were assessed, and the experimental group received motor games based on Montessori theory for 12 weeks (three days per week). Covariance analysis was used to analyze the obtained data. Results The results of covariance analysis indicate a significant difference between the experimental and control groups. The subtests of strength (P<0.008), balance (P<0.001, F=31.97), 2-way coordination (P<0.001, F=21.32), motor vision control (F=94.15, P<0.001), agility speed (F=82.5, P<0.023), and response speed (F=10.22, P<0.003) were different between groups. Conclusion The study’s results showed a significant improvement in strength, balance, 2-way coordination, motor vision control, response speed, speed, and agility after the training period. Therefore, using this training program in children with attention-deficit/hyperactivity disorder is recommended.