Effectiveness of instructional strategies based on schema theory on attention deficit disorder children

摘要

A review of the literature reveals that there are anumber of children in the educational system who arecharacterized by Attention Deficit Disorder. Furtherreview of the literature reveals that there areinformation processing programs which have had somesuccess in increasing the learning of these children.Currently, an information processing program which isbased on schema theory is being implemented in LincolnCounty. Since schema theory based programs buildstructural, conditional, factual, and procedural schematawhich assist the learner in attending to salient factors,learning should be increased.Thirty-four children were selected from a randomsampling of Grade Seven classes in Lincoln County.Seventeen of these children were identified by theresearcher and classroom teacher as being characterizedby Attention Deficit Disorder. From the remainingpopulation, 17 children who were not characterized byAttention Deficit Disorder were randomly selected.The data collected were compared using independentt-tests, paired t-tests, and correlation analysis.Significant differences were found in all cases. The Non-Attention Deficit Disorder children scoredsignificantly higher on all the tests but the AttentionDefici t Disorder children had a significantly higherratio of gain between the pretests and posttests.