Volume 4, Issue 2 (Vol 4, No 2 (12) 2023)
2023, 4(2): 1-11 |
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jokar F, Adib Sereshki N, Pourmohamadreza Tajrishi M, hosseinzadeh S. (2023). Comparing the academic engagement between students with and without learning disorder in distance learning system. Journal of Childhood Health and Education. 4(2), : 1 doi:10.32592/jeche.4.2.1
URL: http://jeche.ir/article-1-129-en.html
URL: http://jeche.ir/article-1-129-en.html
1- MSc in psychology and education of exceptional children, Faculty of Behavioral Sciences, University of social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- Assistant Professor, Department of Psychology and Education of Exceptional Children, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
3- Associate Professor, Department of Psychology and Education of Exceptional Children, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
4- Assistant Professor, Department of Biostatistics, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
2- Assistant Professor, Department of Psychology and Education of Exceptional Children, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
3- Associate Professor, Department of Psychology and Education of Exceptional Children, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
4- Assistant Professor, Department of Biostatistics, University of social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract: (1967 Views)
Background and Aim: The spread of the Covid-19 disease and the closure of schools caused some academic problems for students. The purpose of this study was to compare the level of academic involvement of students with/and without learning disability, during Corona situation. Methods: The study was cross-sectional, descriptive-analytical. Among the first to third grade students in Isfahan Learning disability centers (in the academic year of 1400-1401), 100 students with learning disability were selected. The participants consisted of 50 students with reading disorder and 50 with math disorder. They were selected by cluster sampling in two stages. Their file had the Nema dyslexia test and Iran KMT mathematics test and were identified as students with learning disability. Also, from their classmates, 50 students without learning disabilities were selected. The data was collected using the Zerang academic engagement questionnaire (2013). For analysis, SPSS software tests version 24was used. The students of all three groups (reading disorder, math disorder, and students without disability) were compared with each other in terms of academic engagement and its cognitive, behavioral and motivational dimensions. Results: The difference between the mean scores of students with reading disorder and without learning disability were significant. The difference in the cognitive scores between math group and students without learning disability were significant too. In behavioral engagement, the significant difference was seen between dyslexia group and their peers without disability. But there was not a significant difference in motivational engagement of all three groups. Conclusion: Considering the low academic engagement of students with learning disability, especially in the cognitive field, it is necessary to have an appropriate educational plan and implementation preparation for this group of students in distance learning.
Article number: 1
Type of Study: Research |
Subject:
Special
Received: 2023/05/14 | Accepted: 2023/09/1 | Published: 2023/08/31
Received: 2023/05/14 | Accepted: 2023/09/1 | Published: 2023/08/31
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