Effectiveness of Self-Regulation Strategies on Learning Mathematics in Students with Learning Disability in Mathematics Case Study (Sixth Grade Students, Marvdasht County)

Abstract

The purpose of this study was to determine effectiveness of self-regulation on mathematical performance of girl students with learning disability in mathematics in sixth grade. The method of this research was quasi-experimental. Research instruments included the KImat test for measuring mathematical learning disability in students. The tests reliability using the Cronbach’s alpha method in five subscales was 0/80 to 0/86. Additionally, the mathematical performance test of girl students in sixth grade was used. The Marvdasth sixth grade math teaching group has prepared this test for evaluating mathematical academic performance. The content of this test has been confirmed by five experts and the reliability by the Cronbach’s alpha method was equal to 0/85. Statistical population consisted of girl students with mathematical learning disability in sixth grade of Marvdasht County education and development department from which 30 individuals of those achieving lower than the cutoff score on the KImat examination were selected by multi stage cluster sampling and were randomly assigned to two groups of 15 experimental and 15 control individuals. Participants in the experimental group received 12 sessions, each 45 minutes, of attention teaching. For data collection, the KImat and mathematical performance for sixth grade tests were used. Results of the research showed that self-regulation teaching is effective on mathematical performance of students with learning disability in mathematics. Therefore, teachers of various areas such as mathematics should in the first place gain awareness of self-regulation strategies, understand their importance and use them.