Computer assisted instruction, teaching style and academic achievement: does Attention-Deficit/Hyperactivity Disorder make a difference?
File, 2013-064-001-062
- Part of
- Algoma University Archives > Algoma University Theses collection > Psychology series > Computer assisted instruction, teaching style and academic achievement: does Attention-Deficit/Hyperactivity Disorder make a difference?
- Creator
- Kelly Cote
- Date
- 2003
- Physical Description
- 1.46 MB of textual records (PDF)
- General Material Designation
- Electronic record, Textual record
- Language(s)
- English
- Bibliographic Information
- Sault Ste. Marie, Ont.:, OSTMA-PSYC-Cote-Kelly-20030402
- Descriptive 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.
- 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.