Middle Eastern Journal of Disability Studies

Background & Objectives: Learning disorders or disabilities address specific disabilities in typically–developing children. However, they have problems learning some special topics, like reading or mathematical calculations. Math learning disorder can be diagnosed with problems in numerical comprehension, memorizing mathematical rules, accuracy, psychological calculation, and accuracy in mathematical reasoning around the age of 8 years using academic performance tests and screening. Learning disabilities often create an unbearable situation in the child's progress at school, and in some cases, lead to demoralization, low confidence, chronic frustration, and poor communication with peers. Using motor games is among the methods used to extend and improve educational situations. Playing is entertainment with a training aspect. Motor games facilitate learning and establishing relationships in children. Thus, the present study aimed at determining the effects of motor games on the accuracy, concentration, working memory, and math learning in children with math learning disabilities.
Methods: This was a quasi–experimental study with pretest–posttest and a control group design. The research population included children with a math learning disability in the elementary school grade one to three of Kerman City, Iran (N=35) and 30 matched children. The study subjects were randomly divided into the control and experimental (n=15/group). After performing the pretest, motor game exercises were applied in the experimental group for 2 months; however, the controls received no intervention. After the intervention sessions, a posttest was performed in both groups. The instruments used in this study were Wechsler Intelligence Scale for Children–IV (WISC–IV; Wechsler, 2003) and Keymath Test (KT; Connolly, 1988). In the WISC–IV, the subtests of image concepts, image completion, number capacity, and sequence of numbers and letters were used to measure accuracy, concentration, and working memory. The KT was applied for measuring mathematical learning. Descriptive statistics, including mean, standard deviation, and freuqncy were used to analyze the obtained data. In inferential statistics, Independent Samples t–test and Chi–square test were applied for comparing demographic indicators; Analysis of Covariance (ANCOVA) was also used. The obtained data were analyzed in SPSS at the significance level of p=0.05.
Results: The present study results indicated a significant difference between the study groups in accuracy (p<0.001); thus, the effect of motor game exercises on accuracy equaled 0.79%, after controlling pretest scores between the study groups respecting concentration (p<0.001), there was a significant difference that the effect of motor game exercises on concentration was 0.33. After controlling pretest scores, there was a substantial difference between the experimental and control groups concerning working memory (p<0.001); the effect of movement game exercises on working memory was 0.81. Furthermore, After controlling the pretest effects, there was a significant difference between the experimental and control groups in math learning (p<0.001); therefore, the effect of motor game exercises on math learning was 0.55.
Conclusion: Based on the research findings, motor game exercises with an experienced instructor improve accuracy, concentration, working memory, and math learning in children with math learning disabilities.