Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom

• Main Author: Stratford, Vanessa
• Other Authors: Ferns, Ilse, 1961-
• Format: Others
• Language: en
• Published: 2021
• Subjects: Attention Deficit/Hyperactivity Disorder (ADHD); Mathematical performance; Teaching through play; Peer-teaching; Alternative teaching methods; Academic intervention; Comparison; South African classroom; Grade 1; Pre-test-post-test control group design; 371.940968; Attention-deficit-disordered children > Education (Primary) > South Africa; Primary school teaching > South Africa; Primary school teachers > South Africa; Mathematical ability in children > South Africa; Primary school teaching > South Africa > Psychological aspects
• Online Access: http://hdl.handle.net/10500/27490

1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs === ADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy. === Psychology === M. Sc. (Psychology (Research Consultation))