EFFECT OF TEACHING PANOURA & PHILIPPOU'S META-COGNITIVE PROGRAM ON PERFORMANCE OF PROBLEM- SOLVING & META-COGNITIVE KNOWLEDGE AND SKILL IN STUDENT'S WITH MATH LEARNING DISABILITY

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ABEDI A.; GADERI NAJAF ABADI M.; SHOOSHTARI M.; GOLSHANI F.

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Journal: PSYCHOLOGY OF EXCEPTIONAL INDIVIDUALS Year:2012 | Volume:2 | Issue:5 Page(s): 125-143

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Title

EFFECT OF TEACHING PANOURA & PHILIPPOU'S META-COGNITIVE PROGRAM ON PERFORMANCE OF PROBLEM- SOLVING & META-COGNITIVE KNOWLEDGE AND SKILL IN STUDENT'S WITH MATH LEARNING DISABILITY

Author(s)

ABEDI A. | GADERI NAJAF ABADI M. | SHOOSHTARI M. | GOLSHANI F. | Issue Writer Certificate

Keywords

MATH DISABILITYQ2

PANOURA AND PHILIPPOU PROGRAMQ2

PROBLEM SOLVINGQ2

METAQ2

COGNITION KNOWLEDGE AND SKILLQ2

Abstract

Objective: The present survey aims to study the effect of teaching the META-cognitive program of Panoura and Philippou on the improvement of problem- solving performance, the students’ META- cognitive knowledge and skill of students with a disability of math learning.Method: Methodology has been empirical. The statistical population of this survey was all the students of the4th grade of elementary schools in Najaf Abad in 2010-2011who had a disability of math learning. To do this survey, 20 students with a disability of math learning were selected and assigned to an experimental and a control group (n1=10 and n2=10). The tools used included a META-cognition questionnaire of Panoura and Philippou, the checklist of math disorder diagnosis of Tabrizi, Raven intelligence scale and a math academic performance test. Intervention related to teaching the META-cognition program of Panoura and Philippou was applied on the experimental group. The data obtained have been analyzed by using a statistical method of co-variance.Results: The results of co- variance analysis showed that there is a significant difference (P£0.01) between the average grades in pre-test and post-test.Conclusion and recommendations: Altogether, the findings of this survey indicate that teaching the META-cognition program of Panoura and Philippou is effective on problem- solving performance and the METAcognition knowledge and skill of students with a disability of learning. It is suggested that the use of teaching Panoura & Philippou's META -cognitive program can be considered as a useful method for program- solving problems in student's with math learning disability.

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APA: Copy

ABEDI, A., GADERI NAJAF ABADI, M., SHOOSHTARI, M., & GOLSHANI, F.. (2012). EFFECT OF TEACHING PANOURA & PHILIPPOU'S META-COGNITIVE PROGRAM ON PERFORMANCE OF PROBLEM- SOLVING & META-COGNITIVE KNOWLEDGE AND SKILL IN STUDENT'S WITH MATH LEARNING DISABILITY. PSYCHOLOGY OF EXCEPTIONAL INDIVIDUALS, 2(5), 125-143. SID. https://sid.ir/paper/208405/en

Vancouver: Copy

ABEDI A., GADERI NAJAF ABADI M., SHOOSHTARI M., GOLSHANI F.. EFFECT OF TEACHING PANOURA & PHILIPPOU'S META-COGNITIVE PROGRAM ON PERFORMANCE OF PROBLEM- SOLVING & META-COGNITIVE KNOWLEDGE AND SKILL IN STUDENT'S WITH MATH LEARNING DISABILITY. PSYCHOLOGY OF EXCEPTIONAL INDIVIDUALS[Internet]. 2012;2(5):125-143. Available from: https://sid.ir/paper/208405/en

IEEE: Copy

A. ABEDI, M. GADERI NAJAF ABADI, M. SHOOSHTARI, and F. GOLSHANI, “EFFECT OF TEACHING PANOURA & PHILIPPOU'S META-COGNITIVE PROGRAM ON PERFORMANCE OF PROBLEM- SOLVING & META-COGNITIVE KNOWLEDGE AND SKILL IN STUDENT'S WITH MATH LEARNING DISABILITY,” PSYCHOLOGY OF EXCEPTIONAL INDIVIDUALS, vol. 2, no. 5, pp. 125–143, 2012, [Online]. Available: https://sid.ir/paper/208405/en

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