The comparison of the effectiveness of computer-based education and traditional education on the numerical memory in students with mathematics disorder

Abstract

Background: Learning disorders are the main cause of poor academic performance and annually many students have difficulties in learning lessons due to these disorders. But whether, the availability of effective educational programs could be effective in teaching these students. Aims: The present study aimed to compare the effectiveness of computer-based education and traditional education on numerical memory of the third grade students with mathematics disorder in the city of Ahvaz. Method: The present research was a quasi-experimental study with a pretest-posttest design and control group. The statistical population consisted of all third grade male and female students with mathematics disorder in the city of Ahvaz. Among them, 60 people were selected by simple random sampling and were randomly assigned into three groups (two experimental groups and one control group). The data were collected using the numerical memory test of Wechsler intelligence scale for children-fourth edition (2004). Data were analyzed by covariance analysis and Bonferroni post hoc test. Results: The results showed that there were significant differences between the effectiveness of computer-based education and traditional education (p<0/05) and the control group (p<0/01) on students’ numerical memory. Conclusions: computer-based education is more effective on improving students’ numerical memory than traditional education.

Keywords

• computer-based education
• traditional education
• mathematics disorder
• numerical memory