Computer assisted instruction, teaching style and academic achievement: does Attention-Deficit/Hyperactivity Disorder make a difference?

Submitted by reedelderc on Fri, 05/17/2013 - 10:56

Description

Creator:

Cote, Kelly

Responsibility:

Kelly Cote

Start Date:

2003

End Date:

2003

Date Range:

2003 April 02

Physical Description:

1.46 MB of textual records (PDF)

Notes:

Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2003. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures and tables. -- Contents: Literature review / Thesis.

Bibliographic Information

Publication:

Sault Ste. Marie, Ont.:

Standard No:

OSTMA-PSYC-Cote-Kelly-20030402

Physical Location

rec_shelfloc:

2013-064-001

Repository:

Algoma University Archive

Accession No:

Algoma University Theses collection

Container Number:

001

Conservation

Historical Context:

Even though the IQ distribution of students with attention-deficit/hyperactivity disorder (ADHD) is similar to that of a normal distribution, students with ADHD experience higher rates of grade retention, academic underachievement and school failure. The purpose of this study was to investigate whether teaching style (using Gregorc's model) has an effect on the academic achievement related ADHD. First year university students were treated for degree of ADHD symptoms exhibited using the Jasper/Goldberg Adult ADD screening and then were assigned to on two treatment conditions: abstract sequential teaching style and concrete sequential teaching style. Teaching style had no effect on quiz score. The degree of ADHD symptoms possessed had no relationship with quiz score. On significant finding was obtained: subjects in the low ADHD symptom group who were taught with a concrete sequential teaching style earned higher scores on the quiz.

Language:

All material is in English.

GMD:

electronic

textual record

Description Level:

File

Document: