Open AccessApplication of Brain-Based Teaching Strategies on Academic Performance of Children with Attention Deficit Hyperactivity Disorder (ADHD) In Mathematics
Author(s) -
Catherine A. Ayantoye,
Samuel Olusegun Olamide Olaoluwa,
Mari Caballero,
Sonja Ezell,
Kelly O’Neal Hixson
Publication year - 2020
Publication title -
world journal of educational research (los angeles. online)/world journal of educational research
Language(s) - English
Resource type - Journals
eISSN - 2375-9771
pISSN - 2333-5998
DOI - 10.22158/wjer.v7n1p146
Subject(s) - analysis of covariance , moderation , test anxiety , test (biology) , achievement test , psychology , attention deficit hyperactivity disorder , mathematics education , anxiety , rating scale , attention deficit , descriptive statistics , developmental psychology , mathematics , clinical psychology , statistics , standardized test , psychiatry , paleontology , biology
This study examined application of Brain-based Teaching Strategies on academic performance of children with ADHD in Mathematics. Gender and Mathematics anxiety level were introduced as moderator variables. A pre-test, post-test, control group experimental design was employed for this study. Two groups were involved (experimental and control groups). The experimental group was exposed to the application of Brain-based Teaching Strategies while the control group was exposed to the conventional method. Two instruments were used (i) Achievement Test in Mathematics (ATM) (r = 0.83) and (ii) Mathematics Anxiety Rating Scale (MARS) (r = 0.80). Data obtained were analyzed using descriptive statistics of means scores and standard deviations to explain and compare pretest and posttest mean scores of the experimental and control groups in all the criteria measured. Inferential statistics of Analysis of covariance (ANCOVA) was used to test the hypotheses and estimate the impacts of various factors on the dependent variables. Treatment was more effective at improving children with ADHD attitude to mathematics than the conventional method. Findings indicated significant improvement on children’s attention span resulting from taking cognizance of “prime times” in the teaching-learning episode. Also, tension that is normally associated with the teaching-learning process of mathematics was significantly reduced.