Volume 2, Issue 174 (7-2023)
J Except Educ 1402, __(174): 87-87 |
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mahmodi M. The effect of learning by rotating station on problem solving
and memorization skills of mathematics in students with
autism spectrum disorders. J Except Educ 2023; 2 (174) :87-87
URL: http://exceptionaleducation.ir/article-1-2357-en.html
URL: http://exceptionaleducation.ir/article-1-2357-en.html
payam noor university , mahmodi86@gmail.com
Abstract: (946 Views)
Abstract
Background & Purpose: The aim of the present study was to investigate the effect of learning through a
rotating station on problem solving and memorization skills in mathematics and compare it with the traditional
method in seventh grade students with autism spectrum disorders.
Methods and Materials: The research method is quasi-experimental in which a pre-test-post-test
design with a control group is used. The statistical population included all seventh grade students with
autism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30
people. Selected from the available sampling method for seventh grade students and randomly divided into
two groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learning
of mathematics, the validity of which was provided using the Delphi technique and its reliability was obtained
using Cronbach's alpha test equal to 0.83.
Results: Findings showed that learning through a rotating station has an effect on students' problem solving
skills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.
Conclusion: Based on this, it can be concluded that the use of new methods such as the rotating station
method for students who have disorders such as autism and are facing problems in learning can improve
their academic performance and learn more.
Background & Purpose: The aim of the present study was to investigate the effect of learning through a
rotating station on problem solving and memorization skills in mathematics and compare it with the traditional
method in seventh grade students with autism spectrum disorders.
Methods and Materials: The research method is quasi-experimental in which a pre-test-post-test
design with a control group is used. The statistical population included all seventh grade students with
autism spectrum disorders in two districts of Tehran in the academic year 1398-99 and numbered 30
people. Selected from the available sampling method for seventh grade students and randomly divided into
two groups; Were tested and witnessed. Data collection tool in this study was a test to measure the learning
of mathematics, the validity of which was provided using the Delphi technique and its reliability was obtained
using Cronbach's alpha test equal to 0.83.
Results: Findings showed that learning through a rotating station has an effect on students' problem solving
skills (t = 2.69, P <0.05) and memorization (t = 5.80, P <0.001) in mathematics and improves it.
Conclusion: Based on this, it can be concluded that the use of new methods such as the rotating station
method for students who have disorders such as autism and are facing problems in learning can improve
their academic performance and learn more.
Keywords: Autism Spectrum Disorders, Combined Education, Learning, Problem Solving, Rotation Station
Type of Study: Original Article |
Subject:
Behavior Disorder
Received: 2021/Jun/Fri | Revised: 2023/Jul/Sun | Accepted: 2023/Jun/Mon | Published: 2023/Jul/Sun | ePublished: 2023/Jul/Sun
Received: 2021/Jun/Fri | Revised: 2023/Jul/Sun | Accepted: 2023/Jun/Mon | Published: 2023/Jul/Sun | ePublished: 2023/Jul/Sun
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