Title of article :
Comparing The Effectiveness of Instructional Package of Cognitive- Metacognitive Strategies and Cognitive Intervention in Solving the Mathematical Verbal Problem and Cognitive Functions in Students with Special Learning Disabilities
Author/Authors :
Soleymani Khashab, Abbasali Faculty of Psychology and Educational Sciences - Allameh Tabatab,i University, Tehran, Iran , Dortaj, Fariborz Department Of Educational Psychology - Faculty of Psychology and Educational Sciences - Allameh Tabatab,i University, Tehran, Iran , Sadipour, Esmaeil Department Of Educational Psychology - Faculty of Psychology and Educational Sciences - Allameh Tabatab,i University, Tehran, Iran , Delavar, Ali Department Of Assessment and Measurement - Faculty of Psychology and Educational Sciences - Allameh Tabatab,i University, Tehran, Iran , Shivandi Cheliche, Kamran Department Of Educational Psychology - Faculty of Psychology and Educational Sciences - Allameh Tabatab,i University, Tehran, Iran
Abstract :
According to the purpose of the research, the present study is designed as pre-test and posttest,
follow-up tests and time series. The statistical population of the study consist of all fourth grade students
with special learning disabilities in Bahmaei city, Iran, in 2019-2020. From this population, 16 elementary
students are selected as the research sample by purposive sampling method. The training package is
accomplished in 9 sessions of 45 minutes with content validation. The research tools are developed by a
researcher-made questionnaire of Mathematical verbal problem solving; Wechsler scale indices of children
version 5, and Ki Matt scale are formed, and the analysis method was performed by repeated measures
analysis of variance test. The results show that the C-MSI and CCI increase cognitive functions and math
verbal problem solving in students with special math learning disabilities (P< .01). Mean post-test and followup
in variables of mathematical verbal problem solving (MD= .31, P< .52), planning (MD= .13, P< .99),
Simultaneous processing (MD= .38, P< .49), and sequence processing (MD= .25, P< .12), show that there is
no noticeable change in the post-test after two months. With this result, it could be said that the training
package has been effective in the long run (P< .01). On the other hand, teaching cognitive and metacognitive
strategies has a greater effect on the variables of mathematical verbal problem solving (T=3.12, P< .01) and
simultaneous processing (T= 3.22, P< .01) than cognitive intervention. In addition, cognitive functions, P
(MD= .31, P< .52), S (MD= .38, P< .49), S (MD= .25, P< .12) and mathematical verbal problem solving
(MD= .31, P< .52) in students are followed up after the post-test, and the results showed that there was no
noticeable change in the post-test after two months. With this result, it can be said that C-MSI has also been
effective in the long run (P< .01). On the other hand, C-MSI has a greater impact on the variables of math
problem solving and simultaneous processing than Captain Log's cognitive intervention. Therefore, this type
of education can be used to improve Simultaneous processing (T= 3.22, P< .01) and the ability to solve verbal
problems (T= 3.12, P< .01) in students with MSLD.
Keywords :
mathematics specific learning disability , mathematical verbal problem solving , cognitive functions , Cognitive and metacognitive strategies training package
Journal title :
Iranian Evolutionary and Educational Psychology Journal