Nowadays, learning disabilities –in the field of special education -is
one of the most important issues, that has been the focus of interest of the
different specialists, like doctors, psychologists, educators and sociologists.
This concern is only natural because this category is very common among
special education students in addition to the vast development in analysis,
diagnosis and evaluation procedures. (Kahtan Ahmed El Zaher, 2004 : 19)
Since learning disabilities affect the learner’s psychology and
represent vulnerability around which problems compile to affect the whole
learner’s personality if they are not dealt with; thus early detection of
learning disabilities has a positive effect on effectively preparing the child
for learning requirements. This paves the way to the child and clears any
obstacles that may hinder his future progress. This can be achieved through
early assessment and evaluation that guide us to the remedial educational
programs suitable for the child; so, early detection for learning disabilities
leads to an early treatment, and actually preparing the child for life and
learning requirements.
Learning disabilities result in a lack of leaning skills which in turn
lead to learning failure. To save those learners, we should teach them to use
the effective strategies and methods for overcoming learning disabilities.
Many researches asserted that disabled students don’t often independently
modify their strategies to suit different task requirements, as Butler (1995)
indicates that the challenge lies in figuring out ways that effectively make
strategy learning be individually assigned for disabled learners, Swanson
(1999) confirmed this when he stated that there’s no such a thing as the best
strategy for all disabled learners in different fields.
Miranda et la (1997) agreed with the aforementioned theoretical
views stating that disabled learners lack self - regulated learning (SRL) as
they lack knowledge efficiency, learning organization on their own,
purposeful information processing, suitable strategies and strategic guidance
for their progress. Thus, developing self learning skills helps in curing these
deficiencies.
Ruban et la (2003) agreed and stated that disabled students lack SRL
and when they are trained to use the methods of self-regulation, they achieve
success in the academic performance.
Jacobson et la (1986) indicated that learning disabilities and
motivation are correlated since disabled students lack the desire, persistence
and hard work to acquire knowledge. Friend (1993) concurs stating that
many disabled students show a lack in motivation which in turn affects
perception as a result of academic failure experiences along with information
processing problems which make them doubt of their abilities and
consequently their self-esteem. As a result, they lose the motivation to
pursue their learning. Jacobson indicates that goal determining- an SRL
strategy- is the most suitable strategy for this category. Thus, teaching the
strategy enhances the use of meta-cognition approach and promotes
motivation for this category.
SRL plays a significant role in orienting cognitive activities and helps
both normal and disabled students attain high levels of academic
achievement in all subjects, as Pintrich & Degroot (1990), Zimmerman et
al (1992), and Ruban et la (2003) showed that students who employ selfregulated
strategies of learning are better in school achievement than the
others who don’t employ them. Zimmerman& Bandura (1994),
Zimmerman& Martinz (1988), and Fatima Fryer (1995) also indicated that
those who used these strategies more often showed higher levels of
motivation and academic achievement.
SRL has a dual goal that includes expanding the individual’s
knowledge, as well as maintaining and enhancing motivation. Metamotivational
self - regulation indicates to two components: motivational
control and action control. Here, Boekearts (1995) points out the importance
of considering Motivational self-organization as a main goal of selfregulation
theory.
Borkwiski (1990) provided a model that confirms the relationship
between motives and self-knowledge, the main principle is that strategic
actions directly affect the learner’s self-concepts, leaning attitudes and
beliefs about self regulation. Thus, these motivation states form the future
academic performance. Runne (1996) states that motivation can be formed
through the learner’s experiences from learning situations, or carrying
different tasks when the learner evaluates his learning process, examines
task tools, independently acquire knowledge and develop his skills.
The problem of the study:
T he present study attempted to answer the question concerned with
whether teaching an SRL strategy program is efficient in boosting the
academic performance level and internal motivation of some disabled
students and tried to answer the following questions:
1- What effect does a training program based on some SRL strategies –on
the internal motivation level-have on the academic performance of some
learning disabled students?
2- What effect does a training program based on some SRL strategies have
on the academic performance of some learning disabled students?
Study objectives:
1- Providing a theoretical support for the nature of Self-Regulated Learning
among learning disabled students.
2- Providing a program based on some SRL strategies.
3- Examining the effect of the training program on the academic
performance and internal motivation of the study sample.
Study Significance:
The importance of the present study emerges from:
1- Its concern with learning disabilities field, which is one of the most
important fields because this category is very common among special
education students.
2- Examining SRL level of the study sample , that may lead to handling
the various disabilities via this approach.
3- Revealing the role of self regulation in the learning of the learningdisabled
students, and in changing their beliefs in their competences and
abilities to perform the various tasks, and thus changing their self-images
from passive learners to active independent learners.
4- The probable results of administering the training program on some of
SRL strategies, that are reflected on the internal motivation and
academic performance of the study sample.
Review of literature:
1- Studies on SRL and its effect on school achievement of disabled students.
2- Studies on SRL and motivation of disabled and normal students.
Study sample:
The initial study sample consisted of 451 5th grade pupils, after
conducting diagnostic disability examinations, the final study sample
consisted of 56 students divided into two groups: control group (30 students)
and experimental group (26 students).
Study Tools:
1- pictorial IQ Test : prepared by: Ahmed Zaky Saleh 1978
2- Reading comprehension Test. prepared by: Khairy El Moghazy 1998
3- Visual Motor Test of Bandr Gestalt. Prepared by: Luria Bandr
Translated and modified by: Mostafa Fahmy and Said Ghonaim
4- Wechsler’s IQ Test for children. Translated and modified by: Mohamed
Imad El-Deen Ismail and Louis Kamel Malika 1974
5- Reading Comprehension Disabilities Diagnostic Test for disabled
students : prepared by the present researcher
6- Self Regulated Learning Strategies Scale for disabled students :
prepared by the present researcher
7- Internal-External Motivational Scale for disabled students: prepared
by the present researcher
8- Academic Achievement Test for disabled students: prepared by the
present researcher
9- Self-Image Scale for disabled students: prepared by the present
researcher
10 -Program of the study: prepared by the present researcher
Statistical methods:
The present researcher relied on t-test of two noncorrelated groups to
verify the study hypotheses.
Study Results:
1- There are statistically significant differences at the leavel of 0.01
between the mean scores of the experimental group and the control
group on the subscales of the Reading Comprehension Disabilities
Diagnostic Test and the test total score – in the post assessment – in
favor of the experimental group.
2- There are statistically significant differences at the leavel of 0.01
between the mean scores of the experimental group and the control
group on the subscales of the Self-Regulated Learning Strategies
Scale and the Scale total score – in the post assessment – in favor of
the experimental group.
3- There are statistically significant differences at the leavel of 0.01
between the mean scores of the experimental group and the control
group on the subscales of the Internal-External Motivational Scale –
in the post assessment – in favor of the experimental group.
4- There are statistically significant differences at the leavel of 0.01
between the mean scores of the experimental group and the control
group in the Academic Achievement Test – in the post assessment –
in favor of the experimental group.
5- There are statistically significant differences at the leavel of 0.01
between the mean scores of the experimental group and the control
group on the subscales of the Self-Image Scale and the Scale total
score – in the post assessment – in favor of the experimental group.
Resuls Interpretation :
The results were interpreted in the light of the theoretical background
and the previous studies.
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