The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD)
Background: Attention deficit hyperactivity disorder is has been growing in recent decades. The academic performance and learning is one of most important aspects in these patients. There is little knowledge about the effectiveness of educational interventions on improvement of patients’ academic pe...
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Iran Air Force Health Administration
2016-04-01
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| Series: | فصلنامه ابن سینا |
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| Online Access: | http://ebnesina.ajaums.ac.ir/article-1-331-en.pdf |
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| author | H Zare H Maleki A Rastgar F Yari M ghasemzadeh |
| author_facet | H Zare H Maleki A Rastgar F Yari M ghasemzadeh |
| author_sort | H Zare |
| collection | DOAJ |
| description | Background: Attention deficit hyperactivity disorder is has been growing in recent decades. The academic performance and learning is one of most important aspects in these patients. There is little knowledge about the effectiveness of educational interventions on improvement of patients’ academic performance.
Materials and methods: Totally, 45 samples in a targeted manner, with considering the factors of research and obtaining consent for study participation, were placed in three relatively homogenous groups of fifteen individuals (traditional education, e-learning, and combined training group). The groups were trained during seven weeks based on a designed content (seven units of lesson that is based on one of the instructional design models). The questionnaire of Inventory of School Motivation (ISM) was completed in the two stage of pre- and post-test for all three groups. Also, the questionnaire of academic achievement was completed for the groups in all seven units in form of post-test.
Results: Paired t-test was significant only for the e-learning (p=0.047) compared to the pre- and post-test academic motivation The results of one-way analysis of variance showed significant changes in the academic achievement of learners with ADHD through e-learning (p=0.042). LSD post hoc test showed the location of determination the difference was in the instructional design model of Gagné and Briggs (P≤0.05).
Conclusion: In general, in the learners with ADHD, training based on electronic method increase academic motivation and also based on the educational design model Gagné and Briggs in the electronic form leads to academic achievement. |
| format | Article |
| id | doaj-art-ccec7e55aac74ba69ab63bd84a956f3a |
| institution | DOAJ |
| issn | 1735-9503 2645-4653 |
| language | fas |
| publishDate | 2016-04-01 |
| publisher | Iran Air Force Health Administration |
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| series | فصلنامه ابن سینا |
| spelling | doaj-art-ccec7e55aac74ba69ab63bd84a956f3a2025-08-20T02:58:19ZfasIran Air Force Health Administrationفصلنامه ابن سینا1735-95032645-46532016-04-011812935The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD)H Zare0H Maleki1A Rastgar2F Yari3M ghasemzadeh4 Department of psychology, Payame Noor University, Tehran Department of educational sciences, Payame Noor University, Tehran Department of educational sciences, Payame Noor University, Tehran PhD student of distance learning, Payame Noor University, Tehran AJA University of Medical Sciences, Tehran Background: Attention deficit hyperactivity disorder is has been growing in recent decades. The academic performance and learning is one of most important aspects in these patients. There is little knowledge about the effectiveness of educational interventions on improvement of patients’ academic performance. Materials and methods: Totally, 45 samples in a targeted manner, with considering the factors of research and obtaining consent for study participation, were placed in three relatively homogenous groups of fifteen individuals (traditional education, e-learning, and combined training group). The groups were trained during seven weeks based on a designed content (seven units of lesson that is based on one of the instructional design models). The questionnaire of Inventory of School Motivation (ISM) was completed in the two stage of pre- and post-test for all three groups. Also, the questionnaire of academic achievement was completed for the groups in all seven units in form of post-test. Results: Paired t-test was significant only for the e-learning (p=0.047) compared to the pre- and post-test academic motivation The results of one-way analysis of variance showed significant changes in the academic achievement of learners with ADHD through e-learning (p=0.042). LSD post hoc test showed the location of determination the difference was in the instructional design model of Gagné and Briggs (P≤0.05). Conclusion: In general, in the learners with ADHD, training based on electronic method increase academic motivation and also based on the educational design model Gagné and Briggs in the electronic form leads to academic achievement.http://ebnesina.ajaums.ac.ir/article-1-331-en.pdfattention deficit hyperactivity disorderseducation learning disorders |
| spellingShingle | H Zare H Maleki A Rastgar F Yari M ghasemzadeh The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) فصلنامه ابن سینا attention deficit hyperactivity disorders education learning disorders |
| title | The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) |
| title_full | The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) |
| title_fullStr | The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) |
| title_full_unstemmed | The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) |
| title_short | The effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder (ADHD) |
| title_sort | effect of instructional design models and methods on motivation and achievement of learners with attention deficit hyperactivity disorder adhd |
| topic | attention deficit hyperactivity disorders education learning disorders |
| url | http://ebnesina.ajaums.ac.ir/article-1-331-en.pdf |
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