Volume 5 -                   MEJDS (2015) 5: 169 | Back to browse issues page

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Yarmohammadian A, Ghamarani A, Ghasemi M. Effect of Panoura and Filippo's Metacognitive Instruction Model on Mathematics Performance, Self-Concept, Self-Regulation and Motivation for Students at Fourth Grade of Elementary School with Mathematical Disability. MEJDS. 2015; 5 :169-178
URL: http://jdisabilstud.ir/article-1-438-en.html
1- University of Isfahan
Abstract:   (10143 Views)

Objective: This study aimed to investigate the effect of Panoura and Filippo's metacognitive instruction model on improving math performance, self-concept, self-regulation and motivation for students with learning disabilities in math was done.

Methods: The research method was quasi-experimental. In this regard, 30 fourth grade students of Isfahan city cluster random sampling in two experimental groups and one control group. Tools used include MCQ Panvra and Filippo, a checklist related disorders Tabrizi math, Raven Intelligence Scale and Performance Test were studying mathematics. The experimental group received 12 sessions of 60 minutes and Filippo was taught Panvra model meta-cognitive learning techniques, then again one month after the test was taken from both groups.

Results: The multivariate analysis of covariance (MANCOVA) showed that there is a significant difference between the experimental group and the control group in terms of academic performance, self-concept, self-regulation, and motivation. Taken together, these findings suggest that skill training has positive impacts on mathematics performance, self-concept, self-regulation and motivation in students with mathematics learning disabilities (p<0.05).

Conclusion: Metacognitive interventions such as learning mathematics basic skills can be an effective approach to improve mathematics learning disabilities.

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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2014/11/18 | Accepted: 2014/12/29

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