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

Stratford, Vanessa

dc.contributor.advisor	Ferns, Ilse, 1961-
dc.contributor.author	Stratford, Vanessa
dc.date.accessioned	2021-06-14T10:47:44Z
dc.date.available	2021-06-14T10:47:44Z
dc.date.issued	2021-01
dc.identifier.uri	http://hdl.handle.net/10500/27490
dc.description	1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs
dc.description.abstract	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.	en
dc.language.iso	en	en
dc.subject	Attention Deficit/Hyperactivity Disorder (ADHD)	en
dc.subject	Mathematical performance	en
dc.subject	Teaching through play	en
dc.subject	Peer-teaching	en
dc.subject	Alternative teaching methods	en
dc.subject	Academic intervention	en
dc.subject	Comparison	en
dc.subject	South African classroom	en
dc.subject	Grade 1	en
dc.subject	Pre-test-post-test control group design	en
dc.subject.ddc	371.940968
dc.subject.lcsh	Attention-deficit-disordered children -- Education (Primary) -- South Africa
dc.subject.lcsh	Primary school teaching -- South Africa
dc.subject.lcsh	Primary school teachers -- South Africa
dc.subject.lcsh	Mathematical ability in children -- South Africa
dc.subject.lcsh	Primary school teaching -- South Africa -- Psychological aspects
dc.title	Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom	en
dc.type	Dissertation	en
dc.description.department	Psychology	en
dc.description.degree	M. Sc. (Psychology (Research Consultation))