The Effects of Advance Graphic Organizers Strategy Intervention on Motivation to Learn Science in Primary Six Students with Learning Disabilities

Autor/in	Mostafa, Amaal Ahmed
Titel	The Effects of Advance Graphic Organizers Strategy Intervention on Motivation to Learn Science in Primary Six Students with Learning Disabilities
Quelle	In: International Journal of Psycho-Educational Sciences, 6 (2017) 3, S.93-99 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-775X
Schlagwörter	Instructional Materials; Teaching Methods; Student Motivation; Students with Disabilities; Elementary School Students; Learning Disabilities; Intervention; Program Effectiveness; Science Instruction + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The objective of this study was to investigate the effects of Advance Graphic Organizers Strategy Intervention on motivation to learn Science in primary six students with learning disabilities. 60 students participated in the present study. Each student participant met the following established criteria to be included in the study: (a) a diagnosis of LD by teacher's references, and learning disabilities screening test (Kamel, 1990); (b) an IQ score on the Mental Abilities Test (Mosa, 1989) between 90 and 118; (c) Neurological scanning results indicated that they were neurologically deficient; and (d) absence of any other disabling condition. The sample was randomly divided into two groups; experimental (n= 30 boys ) and control (n= 30 boys). The effects of implementing the advance graphic organizers strategy on students' academic motivation were assessed using a repeated-measures design, pre- post- and follow-up testing. ANCOVA analysis for the differences in post-test mean scores between experimental and control groups in academic motivation showed that the (F) value was (521.447) and it was significant value at the level (0.01). Scheffe test for multi-comparisons in academic motivation scale showed that there were statistical differences between pre and post measures in favor of post test, and between pre and follow up measures in favor of follow up testing , but no statistical differences between post and follow up testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01