American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2015, 3(9), 1115-1121
DOI: 10.12691/education-3-9-8
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On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders

Nasrollah Veysi1, , Saieedhabibollahi2, Yadollah Kasirloo3, Nasram Shayan4, Parvin Zolghadri5 and Saber Alizadeh6

1Department of Exceptional Children, Allame Tabatabi’ee University, Tehran, Iran

2Department of General psychology islamicazad University, khoozestan, Iran

3Department of Psychology, Peyamnor University

4PHD in Neuropsychology, AWU

5Department of Educational Sciences, Peyamnoor University

6Department of Educational psychology, University of Urmia, Iran

Pub. Date: August 27, 2015

Cite this paper:
Nasrollah Veysi, Saieedhabibollahi, Yadollah Kasirloo, Nasram Shayan, Parvin Zolghadri and Saber Alizadeh. On the Impact of Teaching Verbal Self-instruction on the Improvement of the Emotional, Educational, and Social Adjustment in Students Afflicted with Mathematical Disorders. American Journal of Educational Research. 2015; 3(9):1115-1121. doi: 10.12691/education-3-9-8


Introduction: Among every learning issue, issues connected with mathematics are particularly critical in light of the fact that all kids are obliged to do mathematical calculations in the early years of grade school. The present examination looks to explore the viability of showing verbal self-instruction on enhancing the social, emotional, and educational adjustment in understudies burdened with mathematical disorders. Methodology: This is an experimental research and used posttest-pretest plan and catch up with the control group. The study populace of this exploration incorporates all the male junior secondary school students of Koohdasht city harassed with mathematical disorder in the school year 2013-2014. The exploration test comprised of 40 male understudies tormented with this issue. The samples were picked randomly taking into account a multistep cluster example among understudies after they were recognized by Keymath numerical test and after the structural clinical interview and set in inside of experiment and control groups. The research devices included auxiliary clinical interview, Keymath scientific test, and Sinha and sing's social, emotional and educational adjustment scale. Both gatherings were liable to pretest, posttest and a two-month follow-up. during the time spent the exploration, the experiment group attempted verbal self-guideline training for two months (8 session, every session 60 minutes), while the control group got no education. Covariance analysis technique was utilized to break down the information. Results: The results of multivariable covariance analysis (MANCOVA) indicated that teaching verbal self instruction can influence social, emotional, and educational adjustment among the students afflicted with mathematical disorders (P<0.01). The results also indicated a significant difference between the experiment and control group in posttest and follow up stages in terms of social, emotional and educational adjustment. Conclusion: Based on the results of this study, teaching verbal self-instruction helps to increase social, emotional and educational adjustment among the students afflicted with mathematical disorder and this method can be utilized as an appropriate interventional method.

teaching verbal self instruction mathematical disorder adjustment students

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