Attention Deficit Hyperactivity Disorder (ADHD) and Accompanying Learning Difficulties Experienced in Solving Mathematical Problems among Primary School Pupils in Warri, Delta State, Nigeria
Keywords:
Attention Deficit Hyperactivity Disorder, Mathematics achievement, Primary school pupils, Contingency contracting technique, Co-operative learning strategyAbstract
This study investigates the accompanying learning difficulties experienced in
solving Mathematical problems among Primary School Pupils in Warri, Delta
State, Nigeria as result of Attention Deficit Hyperactivity Disorder (ADHD). The
aim is to evaluate the effects of Co-operative Learning Strategy and Contingency
Contracting Technique on mathematics achievement of pupils with ADHD in
Warri, Nigeria. The study adopted pretest, post-test, control group quasiexperimental research design with a 3 x 2 x 2 factorial matrix. Multi-stage
sampling technique was used to select 90 participants, three public primary
schools and three local government areas in Warri. 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. Four hypotheses were tested at 0.05 level of
significance and data analysed using Analysis of Covariance and MCA. The
result of the study reveals the fact that mathematics achievement of pupils with
ADHD could be fostered to enhance better academic accomplishment with the
use of these intervention programmes. 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.
References
American Psychiatric Association (2001). Diagnostic and Statistical Manual of Mental Disorders,
Fourth Edition, Text Revision. Washington, DC, American Psychiatric Press.
Cook, M. N. (2005). The disruptive or ADHD child: What to do when kids won’t sit still and be quiet.
Focus on Exceptional Children, 37(7), 1-8.
Deci, E. L. and Ryan, R. M. (2000). The “what” and the “why” of goal pursuits: Human needs and the
self-determination of behavior. Psychological Inquiry, 11, 227-268.
Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties.
Journal of Learning Disabilities, 38, 324-332.
Fergusson, D. M. and Horwood, L. J. (1995). Early disruptive behaviour, IQ, and later school
achievement and delinquent behaviour. Journal of Abnormal Child Psychology, 23, 183 –
Johnson D. W. and Johnson R. T. (1986). Mainstreaming and CL strategies. Exceptional Children,
, 553-561.
Johnson, D. W. and Johnson, R. T. (1991). Learning Together and Alone.
Jordan, N. C and Hanich, L. B. (2003). Characteristics of children with moderate mathematics
deficiencies: A longitudinal perspective. Learning Disabilities Research and Practice, 18,
-221.
Lassman K. A., Jolviette K. and Wehby J. H. (1999). “My teacher said I did good work today!”: Using
collaborative behavioral contracting. Teaching Exceptional Children, 31(4), 12-18.
Lerner, J. (2004). Learning disabilities: Theories, diagnosis, and teaching strategies (8th edition).
Boston: Houghton Mifflin Company.
Mabbott, D. J. and Bisanz, J. (2008). Computational Skills, Working Memory and Conceptual
Knowledge in Older Children with Mathematics Learning Disabilities. Journal of Learning
Disabilities, 41 (1), 15-28.
Navarro J. I., Aguilar M., Aguilar C., Alcade C. and Marchena E. (2007). Positive behavioral
intervention in children who were wards of the court attending a mainstream school.
Psychological Reports, 101, 1067-1078.
Parmar, R. S. and Signer, B. R. (2005). Sources of error in constructing and interpreting graphs: A
study of fourth and fifth grade students with LD. Journal of Learning Disabilities, 38, 250-
Pelham, W. E. and Hoza, B. (1996). Intensive treatment: A summer treatment program for children
with ADHD. In E. Hibbs and H. Jensen (Eds.) Psychosocial Treatment for Child and
Adolescent Disorders: Empirically Based Strategies for Clinical Practice. New York:
American Psychological Association Press, 311-340.
Pelham W. E., Wheeler T. and Chronis A. (1998). Empirically supported psychosocial treatments for
attention deficit hyperactivity disorder. Journal of Clinical Child Psychology, 27, 190-205.
Slavin R. E., Leavey M. B. and Madden N. A. (1984). Combining cooperative learning and individualized
instruction: Effects on student mathematics achievement, attitudes, and behaviors. The
Elementary School Journal, 84 (4), 409422.
Swanson, H. L. and Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature.
Review of Educational Research, 76, 249-274.
Wolraich M. L., Hannah J. N., Pinock T. Y., Baumgaertel A. and Brown J. (1998). Comparison of
diagnostic criteria for attention-deficit hyperactivity disorder in a county-wide sample.
Journal of the American Academy of Child and Adolescent Psychiatry, 35, 319-324.
WoodCoock K., McGrew B. and Nancy S. (1992). Fine motor activities in elementary school:
Preliminary findings and provisional implications for children with fine motor problems.
American Journal of Occupational Therapy, 46(10), 898-903.
Zentall S. S., Smith Y. N., Lee Y. B. and Wieczorek C. (1994). Mathematical outcomes of attentiondeficit hyperactivity disorder. Journal of Learning Disabilities, 27, 510–519.
