Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 335-344 |
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Shabani M, Usefvand Z, Tahanan M, Akhgar Geneh Z, Abdimoghadam Z. (2025). Investigating The Effectiveness of Puzzle Teaching in Learning Disorders of Students with Learning Disabilities. IJER. 4(1), 335-344. doi:10.22034/4.1.335
URL: http://ijer.hormozgan.ac.ir/article-1-208-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-208-en.html
1- Master of Educational Psychology, Islamic Azad University, Tonkabon Branch, Iran , Mahlashabani6890@gmail.com
2- Master of Psychology and Education of Exceptional Children, Islamic Azad University, Gilan Branch, Iran
3- MA in family Counseling, Islamic Azad University, Tehran, Iran
4- Ph.D. Student in Curriculum, University of Hormozgan, Bandar Abbas, Iran
5- Master of Educational Psychology, Islamic Azad University, Qom Branch, Qom, Iran
2- Master of Psychology and Education of Exceptional Children, Islamic Azad University, Gilan Branch, Iran
3- MA in family Counseling, Islamic Azad University, Tehran, Iran
4- Ph.D. Student in Curriculum, University of Hormozgan, Bandar Abbas, Iran
5- Master of Educational Psychology, Islamic Azad University, Qom Branch, Qom, Iran
Abstract: (200 Views)
Objective: Specific learning disorders represent one of the most intricate challenges encountered within the disciplines of psychology and the education of exceptional children. Learning disorders constitute one of the primary contributing factors to students' academic underachievement.
Methods: This study seeks to evaluate the efficacy of puzzle training in addressing learning disorders among students with disabilities. Our research was conducted in Tehran. The present study employed a semi-experimental design. The population under investigation encompasses all children with learning disabilities residing in Tehran. A sample of 32 individuals was randomly selected and allocated into two groups of 16 participants each, namely the experimental group and the control group. Data were collected utilizing the NAMA Reading Assessment (2005) and the writing assessment designed by the researcher. The analysis of the data was performed through one-way analysis of covariance (ANCOA).
Results: The findings of the investigation indicated that the instructional strategy utilizing puzzles yielded an effect size of 0.82, 0.926, 0.213 and 0.90 on reading and writing, in first and second grades students respectively. In other terms, 82 percent and 92 percent of the variability in the reading and writing scores of the experimental cohort were attributable to the influence of the puzzle-based activity.
Conclusions: These results substantiate the efficacy of the puzzle methodology in enhancing the reading and writing competencies of children diagnosed with learning disabilities.
Methods: This study seeks to evaluate the efficacy of puzzle training in addressing learning disorders among students with disabilities. Our research was conducted in Tehran. The present study employed a semi-experimental design. The population under investigation encompasses all children with learning disabilities residing in Tehran. A sample of 32 individuals was randomly selected and allocated into two groups of 16 participants each, namely the experimental group and the control group. Data were collected utilizing the NAMA Reading Assessment (2005) and the writing assessment designed by the researcher. The analysis of the data was performed through one-way analysis of covariance (ANCOA).
Results: The findings of the investigation indicated that the instructional strategy utilizing puzzles yielded an effect size of 0.82, 0.926, 0.213 and 0.90 on reading and writing, in first and second grades students respectively. In other terms, 82 percent and 92 percent of the variability in the reading and writing scores of the experimental cohort were attributable to the influence of the puzzle-based activity.
Conclusions: These results substantiate the efficacy of the puzzle methodology in enhancing the reading and writing competencies of children diagnosed with learning disabilities.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/01/16 | Accepted: 2024/05/23 | Published: 2025/03/1
Received: 2024/01/16 | Accepted: 2024/05/23 | Published: 2025/03/1
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