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Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
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Volume 8 Issue 2 August - October 2014

Article

Involving Children with ADHD and Their Parents in Research in Saudi Arabia

Mohaned Ghazi Abed*

Program of Educational Graduate Studies, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia.

Abed, M., (2014). Involving Children with ADHD and their Parents in Research in Saudi Arabia. i-manager’s Journal on Educational Psychology, 8(2), 1-6. https://doi.org/10.26634/jpsy.8.2.2899

Abstract

ADHD is the term that has been afforded to those children who seem to have problems in the areas of Attention and Hyperactivity. This paper offers a number of different considerations surrounding the formation and development of the socio-political context of studies in the Educational domain. This paper also centres on local, national, international, discursive and social; therefore, it is necessary for a researcher to ensure the awareness of all of these aspects when carrying out a study. The Saudi context, in this vein, is known to be concerned about the necessity to verify the background and foundation of ADHD in Saudi Arabia. It is recognized that, an overview in this arena would enable the readers to develop an understanding of the context in which the study is carried out. This research attempts to explain the importance and recommend the parents to be involved with children’s ADHD (Attention Deficit Hyperactivity Disorder) in Saudi Arabia.

References

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[2]. Abed, M., Pearson, S., Clarke, P., & Chambers, M. (2014b). Saudi Arabian teachers' knowledge and beliefs about ADHD. The Journal of the International Association of Special Education, 15(1), pp.67-74.

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Research Paper

Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI

Michaelyn Bjordahl* , Rebeccah Talboy, Jennifer Neyman, T. F. McLaughlin, Richelle Hoenike

- Gonzaga University.

Spokane Public Schools.

Bjordahl, M., Talboy, R., Neyman, J. , Mclaughlin, T. F., and Hoenike , R. (2014). Effect of a Direct Instruction Flashcard System for Increasing the Performance of Basic Division Facts for a Middle School Student with ADD/OHI. i-manager’s Journal on Educational Psychology, 8(2), 7-14. https://doi.org/10.26634/jpsy.8.2.2900

Abstract

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting.

References

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[2]. Altharwa, H., Neyman, J., McLaughlin, T. F., & Johnson, G. (2014). An evaluation of the effectiveness of implementing a DI flashcard procedure to teach basic multiplication facts with an elementary private school student with learning disabilities. International Journal of Innovation and Research in Educational Sciences, 1(1), pp.24-27. Retrieved from: http://ijires.org/administrator/ components/com_jresearch/files/publications/IJIRES_07 _Final.pdf.

[3]. Al-Makahleh, A. (2011). The effect of direct instruction strategy on math achievement of primary 4th and 5th grade students with learning difficulties. International Education Studies, Vol.4, pp.199-205.

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[5]. Brasch, T. L., Williams, R. L., & McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD. Child & Family Behavior Therapy, 30(1), pp. 51-59.

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[7]. Cole, M., McLaughlin, T. F., & Johnson, R. (2012). The effects of direct instruction flashcards with oral sentence creation on the spelling accuracy of three middle school students with disabilities. International Journal of Basic and Applied Science, 1(2), pp. 308-319. Retrieved from: http://www.insikapub.com/

[8]. Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), pp.213-226.Retrieved from: http:// www. iejee. com/ index. html.

[9]. Delong, L., McLaughlin, T. F., Neyman, J., & Wolf, M. (2013). The effects of direct instruction flashcard system and model, lead, and test on numeral identification for a nonverbal preschool girl with developmental delays. Asia Pacific Journal of Multidisciplinary Research, 1(1), pp.1- 11. Retrieved from: http://www.apjmr.com/archives/.

[10]. Fjortoft, A., McLaughlin, T. F., Derby, K. M., Everson, M., & Johnson, K. (2014). The effects of two Direct instruction teaching procedures to teach basic skills to two students with disabilities. Multidisciplinary Journal of Education Psychology, 4(2), pp.1-32. Retrieved from: http://dx.doi.org/10.447/remie.2014.09.

[11]. Hayter, S., Scott, E., McLaughlin, T. F., & Weber, K. P. (2007). The use of a modified direct instruction flashcard system with two high school students with developmental disabilities. Journal of Physical and Developmental Disabilities, Vol.19, pp.409-415.

[12]. Kaufman, L., McLaughlin, T. F., Derby, K. M., & Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and rewards to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, Vol.34, pp. 24-44.

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[15]. Mann, Z., McLaughlin, T. F., Williams, R. L., Derby, K. M., & Everson, M. (2012). The effects of direct instruction flashcards and rewards with math facts at school and in the home: acquisition and maintenance. Journal of Special Education Apprenticeship, 1(2). Retrieved from: http://josea.info/index.php?page=archives.

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[23]. Pierce, K., McLaughlin, T. F., Neyman, J., & King, K. (2012). The gradual and differential effects of direct instruction flashcards with and without a DRH contingency on basic multiplication facts for two students with severe behaviors disorders. i-manager's Journal on Educational Psychology, 6(2), pp. 35-44. Retrieved from: http://www.imanagerpublications.com/Archives.aspx.

[24]. Pfaff, E., McLaughlin, T. F., Neyman, J., & Everson, M. (2013). The effects of direct instruction flashcards with math racetrack with addition facts for an elementary school student with ADHD. International Journal of Basic and Applied Science, 2(1), pp.124-130. Retrieved from: http://www.insikapub.com/.

[25]. Purdie, N., Hattie, J., & Carroll, A. (2002). A review of the research on interventions for attention deficit hyperactivity disorder: What works best? Review of Educational Research, Vol. 72, pp.61-99.

[26]. Rivera, G., Heric, K., Williams, R. L., McLaughlin, T. F., & Johnson, G. (2014). The use of direct instruction multiplication flashcard and a modified math racetrack procedures on mastery of multiplication facts for an at-risk 6th grade girl. The Open Journal of Education, Vol.7, pp.7- 11. Retrieved from: http://www.benthamscience. com/ open/toecij/.

[27]. Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, Vol. 23, pp.241-255.

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[29]. Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A comparison of direct instruction flashcards and cover, copy, compare to teach spelling to elementary school students. Academic Research International, 2(2), pp.247-263. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html.

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Research Paper

Effect of Use of Mobile Phone on Mental Health of Higher Secondary School Students

B. Anboucarassy* , Mumtaz Begum**

* Assistant Professor, School of Education, Central University of Tamilnadu, Thiruvarur

** Associate Professor, School of Education, Pondicherry University, Puducherry.

Anboucarassy , B., andBegum, M. (2014). Effect of Use of Mobile Phone on Mental Health of Higher Secondary School Students. i-manager’s Journal on Educational Psychology, 8(2), 15-19. https://doi.org/10.26634/jpsy.8.2.2901

Abstract

The world of today is shrinking due to globalization as many scientific and technological development has stepped in all fields. Nowadays, mobile phone is widely used as a means of communication. Mobile phones are a fully- portable medium of electronic communication which enables the transmission of information in the form of sound, text or data interactively between users via a cellular network of relay stations. But it is a sad point to say that most of the students are addicted to the mobile phone. The main aim of the study is that, the students are not aware about their mental health by the use of mobile phones. To know about the effect of use of mobile phone on the mental health of the students, this study is essential. The tool used for the present study is ‘Likert Attitude Scale’ on mental health of students. ‘Normative Survey method’ is also used in this study. The result indicates the mental health of higher secondary students as they are affected by the use of mobile phones.

References

[1]. Bianchi, A., Phillips, J.G. (2005). Psychological predictors of problem mobile phone use. Cyber Psych & Bah, 8 (2), pp.39-51.

[2]. Beranuy, M., Oberst, U., Carbonell, X., & Chamarro, A. (2009). Problematic internet and mobile phone use and clinical symptoms in college students: The role of emotional intelligence. Comput Hum Behav, 25(1), pp.1182-1187.

[3]. Coggon, D. (2005). What are the health risks associated with mobile phones and their base stations? Retrieved from http://www.who.int/features/qa/30/en/

[4]. Hermann, D.A., & Hussmann, K.A. (2003). Effects of electromagnetic radiation of mobile phones on the central nervous system. Bio Electro Magnetics, 24 (4), pp.49-62.

[5]. Hutter, H.P., Moshammer,H., Wallner, P., &Kundi, M. (2006). Subjective symptoms, sleeping problems, and cognitive performance in subjects living near mobile phone base stations, Occupational and Environmental Medicine, 63 (5), pp.307-313.

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Research Paper

Parenting Styles: A Key Factor to Self Determination and Personal Growth of Adults

Manika Arbab Aslam* , Sarwat Sultan**

*-** Department of Applied Psychology, Bahauddin Zakariya University, Mulatn.

Aslam , M. A., and Sultan, S. (2014). Parenting Styles: A Key Factor to Self Determination and Personal Growth of Adults. i-manager’s Journal on Educational Psychology. 8(2), 20-24. https://doi.org/10.26634/jpsy.8.2.2902

Abstract

The study was conducted to explore the impact of parenting styles of adolescents on their self- determination and personal growth. The data was collected from 300 adults evenly divided by gender, aged 23-38 years. To measure the parenting styles, level of self-determination and personal growth, the Caregivers Practices Report, Self Determination Scale, and Personal Growth Scale were used respectively. Results showed that the authoritative parenting style compared to authoritarian and permissive parenting styles are the significant determinants of high self determination and personal growth among adults. It was also found that, self determination is positively correlated with personal growth. The results pertaining to gender differences also showed significant differences in self determination that suggested that male showed high self determination than female adults. However, no gender differences were found in personal growth.

References

[1]. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), pp.56-95.

[2]. Colford, J.M, Jr, McPhee, S.J., (1989). The ravelled sleeve of care. Managing the stresses of residency training. JAMA, Vol. 61, pp.889–93.

[3]. Deci, E., & Ryan, R. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation, Vol. 38. Perspectives on motivation, (pp. 237–288). Lincoln: University of Nebraska Press.

[4]. Field, (1998). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, Vol. 55, pp.68-78.

[5]. Ryan, R.M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, Vol. 55, pp.68-78.

[6]. Robitschek, C. (1998). Personal Growth initiative: The construct and its measures. Measurement and Evaluation in Counseling and Development, Vol. 30, pp.183-193.

[7]. Robitschek, C. (1999). Further Validation of the Personal Growth initiative: The construct and its measures. Measurement and Evaluation in Counseling and Development, Vol. 30, pp.183-193.

[8]. Robinson, C., Mandleco, B., Oslen, S.F., & Hart, C.H. (1995). Authoritative, authoritarian, and permissive parenting practices: Development of a new measure. Psychological Reports, Vol. 77, pp.819-830.

[9]. Sharon, (1986). Intrinsic motivation and self determination in human behavior. New York: Plenum press.

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Research Paper

Study of the Effectiveness of Multi-Cultural Education on the Attitude towards National Integration of High School Students

Shaheen Perveen*

Principal, PMET (Paschim Maharashtra Education Trust) College of Education, Pune.

Perveen, S. (2014). Study of the Effectiveness of Multi-Cultural Education on the Attitude towards National Integration of High School Students. i-manager’s Journal on Educational Psychology, 8(2), 25-30. https://doi.org/10.26634/jpsy.8.2.2903

Abstract

The present endeavour enables the students to gain information and knowledge about different sub-cultures as well as to develop positive attitude towards national integration. A country lives and thrives in its cultural heritage. Culture is a treasure to be preserved, perpetuated and promoted. Today's students will be the future nation builders. They should possess thorough knowledge about one's own culture and also knowledge about other sub-culture. Therefore, it is important to develop among students positive attitude towards national integration. The present research is aimed to ascertain the effectiveness of multicultural education on attitude towards national integration in students of high school. The selected methodology is experimental one in the present research using Random Stratified Sampling Technique. The sample selected for the study consists of 200 students, both boys and girls from high school. The study found that, there is no significant effect of the treatment on their attitude towards national integration.

References

[1]. Allport G.W. (1954). A Handbook of Social Psychology, Worcester, Mass Clark University Press.

[2]. Banks J.A. (2002). An introduction to Multicultural Education, (3rd edition) Boston: Allyn and Bacon.

[3]. Cohen L. (2000). Research Methods In Education (5th Edition), Routledge Falmer Taylor and Frances Group, London.

[4]. Crow, L., and Crow A. (1991). Educational Psychology, Eurasia Publishing Home, New Delhi

[5]. Ferguson, G.A. (1971). Statistical Analysis in Psychology & Education. McGraw Hill Co., New York.

[6]. Garret, H.E. (1971). Statistics in Psychology and Education. Longmans Green & Co. New York.

[7]. Hernandez, H. (1989). Multicultural Education – A Teacher's Guide to Content & Process, Merrill Publishing Co. Los Angeles.

[8]. Jordan–Irvine (2003). Educational Research, Planning, Conducting and Evaluating Quantitative and Qualitative Research, University of Netvaska, Merrill Prentice Hall.

[9]. Lubna J.M. (2011). Multicultural Education, APH Publishing Ltd. New Delhi.

[10]. Nixon J. (1985). A Teacher's Guide to Multicultural Education, New York, Basil Blackwell Inc.

[11]. Rai (2000). A Study on Role of and Cultural Practices in Creating Environmental Awareness, Ph.D. Thesis Education p. 315, 4th survey of Educational Research, NCERT, New Delhi.

[12]. Sleeter C.E. (1993). Making of Choices For Multicultural Education, New Jersey, Eaglewood Cliff, Columbus.

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Review Paper

Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)

Mohammad Ali Salmani Nodoushan*

Senior Researcher, Iranian Institute for Encyclopedia Research

Nodoushan, M. A. S. (2014). Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM). i-manager’s Journal on Educational Psychology, 8(2), 31-39. https://doi.org/10.26634/jpsy.8.2.2904

Abstract

Societies have striven through centuries to develop educational systems that would foster the most idealistic educational outcomes among learners. A brief overview of the existing body of knowledge on this issue shows the recurring patterns of underachievement and the growing rates of student drop-outs which have motivated psychologists and educators to attempt at a pathological examination of the causes of student failure, and models of learning and cognitive styles which were proposed as possible explanation. The aim of this paper is to briefly review some of the most influential models and to draw readers' attention to inherent shortcomings of the models. The methodology used for this study was library research, where the author took notes to gather the data needed for this paper. After a brief review of the existing models, the paper proposes a more comprehensive model, which is called the Ideal Education Model (IEM) and recommends it as an alternative to the existing models.

References

[1]. Altun, A., & Cakan, M. (2006). Undergraduate students' academic achievement, field dependentindependent cognitive styles and attitude toward computers. Educational Technology and Society, 9(1), pp.289-297.

[2]. Ausubel, D. (1963). The psychology of meaningful verbal learning. New York: Grune & Stratton.

[3]. Bouchard, T. J. (1999). Genes, environment, and personality. In S. J. Ceci, & W. M. Williams (Eds.), The naturenurture debate: The essential readings (pp. 97-103). Malden, MA: Blackwell.

[4]. Briggs, K. C., & Myers, I. B. (1962/1998). Myers-Briggs type indicator (form M). Palo Alto, CA: Consulting Psychologists Press.

[5]. Brown, H.D. (2000). Principles of language learning and teaching (4th ed). White Plains, NY: Addison Wesley Longman.

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