Effects of Cooperative Learning and Contingency Contracting on Mathematics Achievement of Pupils with Attention Deficit Hyperactivity Disorder in Delta State, Nigeria
Keywords:
Attention Deficit Hyperactivity Disorder, Mathematics achievement, pupils, Contingency contracting, Co-operative learningAbstract
This study aimed at evaluating the effects of Co-operative Learning Strategy and
Contingency Contracting Technique on mathematics achievement of pupils with
Attention Deficit Hyperactivity Disorder (ADHD) in Delta State, Nigeria using
the pretest, posttest, control group quasi-experimental research design with a
3x2x2 factorial matrix. Multi-stage sampling technique was used to select 90
participants from three public primary schools in three local government areas
of Delta State. The participants were randomly assigned to treatment and control
groups. Participants in the two treatment groups were exposed to eight weeks of
Co-operative Learning Strategy and Contingency Contracting Technique. Two
instruments used were: Vanderbilt ADHD Diagnostic Teacher Rating Scale and
Woodcock-Johnson III Mathematics Fluency Achievement Tests Scale. Data were
analysed using Analysis of Covariance and MCA. Children with Attention Deficit
Hyperactivity Disorder (ADHD) and accompanying learning difficulties in
mathematics experience considerable degree of helplessness as a result of their
inability to successfully solve mathematical problems. It is observed that while,
Co-operative learning strategy is more effective in improving mathematics
competence skills of pupils with ADHD than contingency contracting technique,
Co-operative learning strategy and contingency contracting technique are
effective in improving mathematics achievement of pupils with attention deficit
hyperactivity disorder. Therefore, it is recommended that teachers of pupils with
ADHD and accompanying learning difficulties in mathematics should adopt the
two strategies to reinforce positive attitude to teaching learning situation of
these children.
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