Articles In Press                   Back to the articles list | Back to browse issues page

XML Print


1- PhD Student, Department of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2- Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran (Corresponding Author).
3- Assistant Professor, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Abstract:   (330 Views)
Purpose: The aim of this study was to determine the effectiveness of the Rigglus educational model on the level of attention and working memory capacity of students with attention deficit disorder.
Methodology: This research is an applied goal in terms of purpose and a quasi-experimental data collection that used a pre-test-post-test design with a control group. The statistical population of the present study includes all fifth grade female students in Tabriz in the academic year 2009-2010. The Connors Parent Questionnaire was used to determine and screen the research sample. Considering the 8% prevalence of attention deficit disorder in students, the Connors Parent Questionnaire was administered to 560 people and 30 students with attention problems (scores above 72 in the Connors Parents Questionnaire) were selected as the sample. They were randomly assigned to an experimental group and a control group. The experimental group was trained for six sessions using the Rigglus training model and the control group did not receive any training. Concentrated and diffuse attention test (Sina Institute, 2014) and working memory test (Kerchner, 1985) were used to collect data. Data were analyzed using multivariate and univariate factor covariance analysis.
Findings: The research findings showed that the Rigglus educational model improves the performance of focused and diffuse attention of students with attention deficit disorder and increases their working memory capacity.
Conclusion: Providing an overview of the lesson content (lesson perspective) at the beginning of the training creates a clear, stable and organized cognitive structure in the minds of learners. As a result of the formation of this structure, students' working memory is activated and meaningful learning occurs. Also, when learners' learning happens meaningfully, what they have learned stays in their memory for a long time, which will improve their working memory capacity.
     
Type of Study: Research Article | Subject: Special
Received: 2021/12/8 | Accepted: 2021/12/8

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2022 CC BY-NC 4.0 | Iranian journal of educational sociology

Designed & Developed by : Yektaweb