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Zare H, Maleki H, Rastgar A, Yari F. Developing an E-learning Model for Learners with Attention Deficit Hyperactivity Disorder (ADHD). MEJDS. 2016; 6 :191-197
URL: http://jdisabilstud.ir/article-1-578-en.html
1- Payamenoor University
2- Associate Professor of Educational Sciences, Payamenor University, Tehran, Iran
Abstract:   (1413 Views)

Abstract
Objective: One of the most important aspects of ADHD is the academic performance and learning. There is little cognition about effective educational interventions that can lead to improving academic performance of patients. This study aims at improving the development and learning motivations providing e-learning validated models for learners with ADHD.
Methods: The study was conducted using a mixed method. 41 qualitative in-depth interviews conducted using field and coding analysis and e-learning model was developed in the quantitative phase. 30 samples with targeted manner and taking into account factors of research and obtaining consent for studying were placed in 2 groups of 15 individuals who were relatively and homologically controlled and trialed. Based on the design content, participants were equally distributed in each group. Completion of the ISM questionnaire in the two stage of pre-test and post-test, and the questionnaire of academic achievement in the form of the post-test were administered.
Results: 5 component of analysis, design, deliver, support and evaluation were identified in the e-learning model in the e-learning model in qualitative phase and the final model was designed.Average paired t-test results in the pre-test and post-test academic motivation in the examination group showed significant statistical increase from 2.857 to 3.044 (p<0.001). Also results of independent t-test was significant in terms of academic achievement (p<0.001).
Conclusion: Electronic based training method leads to increase in the academic motivation and achievement of learners with ADHD. 
 

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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2015/09/18 | Accepted: 2016/01/7

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