Abstract

This study aimed at investigating the effectiveness of an educational program built on the brain-based learning theory in improving the mathematical skills and motivation among students with learning disabilities. The sample of the study consisted of (60) student enrolled in learning disabilities’ recourses rooms from the third, fourth and fifth grades. The sample was divided randomly into two groups; an experimental group and a control group. In order to achieve the objectives of the study, the researchers have developed three achievement tests in Math for the third, fourth and fifth grades, mathematic motivation scale, and the psychometric properties of the scale in order to apply the pre-post-tests. The researchers also designed the educational program base on the brain-based learning theory. The implementation of the program took two consecutive months; (75) lessons, (2) lessons per day with a duration of (45) minutes for each lesson. After obtaining the results through the appropriate statistical analysis, the study concluded that there were statistically significant differences in the post-test of mathematical skills and its sub-dimensions in favour of the experimental group. There was no statistically significant effect for both gender and grade variables and the interaction between the educational program and grade on the achievement of mathematics skills. There were statistically significant differences on the post-test of motivation to learn mathematics and its sub-dimensions and in favour of the experimental group.

This work is licensed under a Creative Commons Attribution 4.0 License.