1- Islamic Azad University, Ardabil
Abstract: (67 Views)
Background & Objectives: Special learning disorder is one of the most common childhood neurodevelopmental disorders that has severely affected the lives of many children around the world. Therefore, many researches have been conducted on the etiology and treatment of this phenomenon. A problem especially related to learning disorder from an anthropological perspective is the ability to learn and the need of students to acquire the ability to learn with the aim of learning, which is called self-perception. Several studies have also shown that the self-perception score of students with learning disabilities is lower than the normal group. Several therapeutic and educational techniques have been investigated to improve the symptoms and problems of students with special learning disabilities. Since learning disorders often lead to changes in neurological and cognitive processes, one of these interventions based on the neurological principles of learning and education is brain-centered learning. But what is evident is that the above intervention has not been used in the self-perception of students with special learning disorders. According to the aforementioned issue, the present study aims to determine the effectiveness of brain-based learning training on improving the self-perception of students with disabilities. Special learning was done.
Methods: This research was a quasi-experimental type with a pre-test-post-test design with an experimental group and a control group. The statistical population of the research included 5800 male students with learning disabilities in the elementary schools of Rasht in the academic year of 1401-1402, and 30 of them were determined by available sampling method and after meeting the inclusion criteria. in two groups of 15 people, experimental and control. The tools used in this research were the intelligence questionnaire of Wechsler (2003), learning problems questionnaires of Colorado Willcutt et al (2011) and Harter's Self-perception (1985). The brain-based learning training package was implemented during 8 sessions of 60 minutes only for the experimental group. The analysis of the obtained data was done by SPSS26 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis).
Results:The results showed that the effect of training on the self-perception of the experimental group is significant after removing the pre-test effect (P=0.000). 40.9 percent of the changes in self-perception in the post-test stage are due to receiving training. It is explained.
Conclusion: In general, it can be said that brain-centered learning pays attention to the integrity of the brain and pays attention to it in different dimensions, including nutritional, emotional and cognitive, and according to the multiple educations of the student, the teacher and parents, the degree of its effectiveness on learning is stable, and this point is generally indicative that by teaching brain-based learning, self-perception can be increased in students with learning disabilities. The current research also faced some limitations, such as the cross-sectional design of this study limited our ability to establish causal relationships between the variables of the study. On the other hand, the use of self-report scales, conducting the research only on male students with learning disabilities in Rasht city due to the limited access and also the lack of follow-up period due to the time limit, the generalization of the results should be done with caution. In order to solve these limitations in future research, it is suggested to conduct research on other groups, on female students and other disorders in different cities, taking into account the follow-up periods.
Methods: This research was a quasi-experimental type with a pre-test-post-test design with an experimental group and a control group. The statistical population of the research included 5800 male students with learning disabilities in the elementary schools of Rasht in the academic year of 1401-1402, and 30 of them were determined by available sampling method and after meeting the inclusion criteria. in two groups of 15 people, experimental and control. The tools used in this research were the intelligence questionnaire of Wechsler (2003), learning problems questionnaires of Colorado Willcutt et al (2011) and Harter's Self-perception (1985). The brain-based learning training package was implemented during 8 sessions of 60 minutes only for the experimental group. The analysis of the obtained data was done by SPSS26 software at two levels of descriptive statistics (mean and standard deviation) and inferential (univariate covariance analysis).
Results:The results showed that the effect of training on the self-perception of the experimental group is significant after removing the pre-test effect (P=0.000). 40.9 percent of the changes in self-perception in the post-test stage are due to receiving training. It is explained.
Conclusion: In general, it can be said that brain-centered learning pays attention to the integrity of the brain and pays attention to it in different dimensions, including nutritional, emotional and cognitive, and according to the multiple educations of the student, the teacher and parents, the degree of its effectiveness on learning is stable, and this point is generally indicative that by teaching brain-based learning, self-perception can be increased in students with learning disabilities. The current research also faced some limitations, such as the cross-sectional design of this study limited our ability to establish causal relationships between the variables of the study. On the other hand, the use of self-report scales, conducting the research only on male students with learning disabilities in Rasht city due to the limited access and also the lack of follow-up period due to the time limit, the generalization of the results should be done with caution. In order to solve these limitations in future research, it is suggested to conduct research on other groups, on female students and other disorders in different cities, taking into account the follow-up periods.
Type of Study: Original Research Article |
Subject:
Psychology
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