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Validity of the Distance Education Model for the Learners
with the Attention Deficit Hyperactivity Disorder
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Fahimeh Yari *   , Hossein Zare , Hamid Maleki , Ahmad Rastgar , Mohammad Reza *Ghasemzadeh |
| (*Corresponding Author) Reza Researcher, Department of Psychiatry, 505 Hospital, Tehran, Iran. E-mail: M.rezaghasemzadeh@yahoo.com |
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Abstract: (2947 Views) |
Introduction: One of the most important aspects involved in the attention deficit hyperactivity disorder
(ADHD), is academic performance. This study provides the e- learning validated model for learners with
ADHD.
Methods: This is a mixed method study. In the qualitative phase, 41 in- depth interviews conducted. The
interviews were analyzed using content analysis. The e- learning method was developed in a quantitative
phase. In this phase, the sample size was 41 people. In the validating phase, the sample size was 31
people. There were 15 people in each the control and case groups, that ethical issues were considered.
The participants filled the questionnaires of inventory of school motivation (ISM) and the questionnaire of
academic achievement in both the pre-test and post-test.
Findings: The five main elements including analyzing, designing, delivery, supporting, and evaluation
were extracted in qualitative phase. In addition, the e- learning model was developed in qualitative phase.
The mean score increased in academic motivation in examination group, in post-test (P<0.001). The results
of independent t-test was significant in terms of academic achievement (P-value<0.001).
Conclusion: The electronic based training method, increase both the academic motivation and
achievement of the learners with the ADHD. |
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| Keywords: e-Learning Model, Learning Disabilities, Attention Deficit Hyperactivity Disorder (ADHD) |
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Full-Text [PDF 314 kb]
(1045 Downloads)
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Type of Study: Applicable |
Subject:
General
Received: 2017/09/21 | Accepted: 2017/09/21 | Published: 2017/09/21
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