Evaluation of the Effectiveness of Compound Exercise Training on Executive Functions and Math Performance of Students with Mathematic learning Disorders

Document Type : Research Paper

Authors

1 Associate Professor, Department of Psychology, Payame Noor University

2 Master of Psychology, Payame Noor University

3 Assistant Professor, Department of Educational Sciences, Payame Noor University

Abstract

Objective: The aim of this study was to evaluate the effectiveness of compound exercise training on improving the  executive functions in four areas : Active memory, decision making and planning, response inhibition, organization and math performance of male students with math disorders. Method: experimental research method, pre-test, post-test with comparison group was used. The statistical population includes 56 boy students with 4th, 5th and 6th grade elementary schools, with mathematic learning disorder in Arak. A sample of 30 students were selected and randomly assigned into two experimental and comparison groups. The Cornwall Active Memory Test and the College Neurological Test were used to measure executive functions and the Ki-Math Mathematical Test was used to measure mathematical performance. Compound exercise training was conducted in 15 sessions per group. The training was based on a combination of sensory-motor and attention enhancement, based on neuropsychiatric enhancement and sensory-motor skills. After completing the training sessions, a post-test was performed and the results were analyzed using covariance analysis. Results: The results of covariance analysis in seven hypotheses showed that the effect of compound movement training on improving executive functions and math performance of students with mathematic learning disorders was statistically significant (P <0.05). Conclusion: Compound exercise training Sensory-motor methods and increased attention have a positive effect on improving executive functions and math performance of students with disorder.

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History

  • Receive Date: 26 January 2022
  • Revise Date: 22 February 2022
  • Accept Date: 28 February 2022

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