Comparing the Efficacy of Planning Training with Metacognitive Training on Improving the Educational Performance of the Iranian Elementary d-graders with Math Learning Disability

摘要

The present study was carried out in the 2009-2010 educational year in the city of Isfahan with the aim of comparing the efficacy of planning training with metacognitive training on improving the educational performance of the Iranian elementary third- graders with math learning disability accordingly 20 child participants with math learning disability were selected based on cluster random sampling technique. Subsequently, having assigned the participants to experimental groups randomly the intervention was carried out by the researchers. To collect the relevant data, the researchers drew on some instruments including the relative Nerve psychology test (NEPSY), Wechsler intelligence scale for children, KEY MATH test, and academic performance test. The data analysis was carried out using the analysis of covariance. The findings of study suggest that metacognitive training with the frequency of 52.32 (F=52. 32, p, <=0. 01) was more effective than planning training for the elementary third-graders with math learning disability.