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The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD)

Artigo2022

Mohammad Jafar Doosti Deilami ORCID; Hossein Abbasian ORCID; Seyyed Ali Kazemipour ORCID

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Resumo

Introduction: Brain-based teaching is the purposeful application of brain function strategies for teaching that affect learning. Aim: The study evaluated the effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity disorder. Method: This study was experimental with a pretest-posttest design and a control group. The population was students with Attention Deficit Hyperactivity disorder in Gorgan in 2021. Thirty people were randomly selected and grouped into two experimental (N=15) and control (N=15) groups. Data were collected based on the Academic Procrastination Scale (Solomon and Rothblum, 1984), a researcher-made comprehension test, and a timer, and the experimental group received brain-based teaching four times a week for eight sessions. Data were analyzed by multivariate analysis of covariance (MANCOVA) with SPSS software version 25. Results: The results showed that mathematics education by brain-based method reduces academic procrastination (P<0.01, F=184.924); increased comprehension (P<0.01, F=80.504) and learning speed (P<0.01, F=165.559) in students with Attention Deficit Hyperactivity disorder. Conclusion: Since brain-based math education affects academic procrastination, comprehension and learning speed of students with Attention Deficit Hyperactivity disorder, it is suggested that for the development of students with Attention Deficit Hyperactivity disorder, brain-based teaching should be adopted for normal classes and children with learning disabilities in curricula.

Dados da obra

Tipo
Artigo
Periódico
روانشناسی و روانپزشکی شناخت, v. 8, n. 6, p. 125-137
Editora
Kurdistan University of Medical Scienses
Ano
2022 (2022-01)
Idioma
fa
Palavras-chave
brain-based mathematics teaching; academic procrastination; comprehension; learning rate; attention deficit hyperactivity disorder (adhd)
Temas
Tecnologias Digitais
DOI
10.32598/shenakht.8.6.125
ISSN
2476-2962, 2588-6657
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
DEILAMI, Mohammad Jafar Doosti; ABBASIAN, Hossein; KAZEMIPOUR, Seyyed Ali. The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD). روانشناسی و روانپزشکی شناخت, v. 8, n. 6, p. 125-137, 2022. DOI: https://doi.org/10.32598/shenakht.8.6.125.

APA

Deilami, M. J. D., Abbasian, H., & Kazemipour, S. A. (2022). The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD). روانشناسی و روانپزشکی شناخت, 8(6), 125-137. https://doi.org/10.32598/shenakht.8.6.125

BibTeX
@article{deilami2022,
  author = {Deilami, Mohammad Jafar Doosti and Abbasian, Hossein and Kazemipour, Seyyed Ali},
  title = {The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD)},
  year = {2022},
  journal = {روانشناسی و روانپزشکی شناخت},
  volume = {8},
  number = {6},
  pages = {125-137},
  publisher = {Kurdistan University of Medical Scienses},
  doi = {10.32598/shenakht.8.6.125},
  language = {fa}
}
RIS
TY  - JOUR
AU  - Deilami, Mohammad Jafar Doosti
AU  - Abbasian, Hossein
AU  - Kazemipour, Seyyed Ali
TI  - The effectiveness of brain-based mathematics teaching on academic procrastination, comprehension, and learning rate of students with Attention Deficit Hyperactivity Disorder (ADHD)
PY  - 2022
JO  - روانشناسی و روانپزشکی شناخت
VL  - 8
IS  - 6
SP  - 125
EP  - 137
DO  - 10.32598/shenakht.8.6.125
LA  - fa
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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