خلاصة:
The present study aimed to compare the effectiveness of brain-based and multi-sensory learning on the working memory of third-grade students with math disorders. The study followed an experimental design with a pre-test and post-test, with a control group. Forty-five third-grade students with math disorders were selected from Sabzevar Learning Disorders Center in the academic year of 2022 through purposeful and accessible sampling, and were randomly divided into three groups of equal size. The experimental groups received separate training in brain-based and multi-sensory learning, while the control group did not receive any training. The research tool was Danmin and Carpenter's Working Memory Scale (1983), and the data was analyzed through a repeated measures design with Benferroni's post hoc test. The results suggested a positive effect of both training methodologies on active memory. The effectiveness of the brain-based learning method was found to be superior to the multi-sensory training in both the post-test and follow-up periods (P<0.05). These findings suggest that both methods can be employed to address working memory difficulties in students with math learning disabilities.
ملخص الجهاز:
Comparing the effectiveness of brain-based learning instruction and multisensory method on working memory of third-grade students with dyscalculia / Morteza Zibayi Thani, PhD student in Psychology, Bojnurd Branch, Islamic Azad University, Bojnord, Iran.
Abstract The present research was conducted with the aim of comparing the effectiveness of brain-based learning instruction and the multisensory method on the working memory of third-grade students with dyscalculia.
Previous evidence shows that using this restorative approach can improve the learning situation of students, so that Shiyandi and Khalili (1399) showed in a study that the use of brain-based learning education can be effective on the metacognitive performance of children with specific learning disabilities, and this issue leads to a reduction in learning problems 1.
Additionally, in this regard, one can refer to the research of Upadhyay 1 (2021), which considered methods related to brain-based learning effective in creating relaxation, improving cognitive errors, and increasing memory functions.
Pahor, Collins, Smith-Peirce, Moon, Stavropoulos, Silva & Seitz remedial method that can help improve the problems of students with mathematical disability; it can open a bright path for learning disorder therapists, and its results will cause therapists to choose from these two educational methods the one that has greater effectiveness, thereby saving time, cost, and energy.
Comparing the effectiveness of brain-based learning instruction and multisensory method on working memory of third-grade students with mathematical disability, Psychology of Exceptional Individuals, 13(50), 129-158.
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