خلاصة:
Objectives: The aim of the present study was to determine the effectiveness of attention
training on the math performance of elementary school students with intellectual disability.
Methods: The present research was a quasi-experimental study by pre-test, post-test design
with the control group. The study population comprised students with intellectual disability
aged 10-12 years. Subjects were selected by convenient sampling method. In this study,
30 students with intellectual disability participated. Subjects were divided into two groups
(experimental and control group) randomly, and each group consisted of 15 students. The
experimental group received attention training program in 18 sessions while the control group
did not. In this study, the Raven progressive matrices test and math performance test were used.
The obtained data were analyzed using MANCOVA.
Results: The findings showed that there was a significant increase in math performance scores
(in context, operation, and application domains) of the experimental group in comparison with
the control group.
Discussion: The results indicated that attention training program has influenced math
performance of the primary school students with intellectual disability.
ملخص الجهاز:
However, cognitive skills training could improve problem-solving and math performance of students with intellectual disability [22].
Therefore, the present study seeks to inves- tigate the effectiveness of attention training on the math performance of elementary school students with intellec- tual disability.
Each of the A and B forms contained 15 questions to measure students’ math performance in content subscale (including count- ing the rational numbers and geometry), the operational subscale (including addition, subtraction, multiplication, division, mental calculation) and the application sub- scale (including measurement, time, money, estimation, data analysis and problem solving).
The results of the four tests presented in Table 3 indicate that the experimental group and the control group have a significant difference at least in one of the variables of content, operation, application, and math performance (P<0.
4. Discussion The purpose of this study was to determine the effect of attention training on the math performance of students with intellectual disability.
As for the primary hypothesis of the study, results indicated that attention training had a positive effect on the math performance of the students with intellectual disability.
The results also indicated that attention training helped students in improving math content, operation, and ap- plication performance.
This finding is consistent with the results of the studies about the effectiveness of attention training on mathematical mastery and math content per- formance of students with disability [4, 15, 13, 16-18, 20, 21, 27-30].
5. Conclusion The findings showed that attention training is effec- tive in improving the math performance of students with intellectual disability.