Studying The Effectiveness of Integrative Instruction in the Executive Function, and the Collaborative for Academic, Social and Emotional learning on the General Mathematical performance: A Case Study of Female Students with Mathematical Learning Disability

Abstract

The purpose of this study was to investigate the effects of integrative instruction in the executive function and the Collaborative for Academic, Social and Emotional Learning (CASEL) on improving the mathematical performance of students with Mathematical Learning Disability (MLD). The semi-experimental method with pre-test and post-test control group design was applied in the current research. After screening (according to the checklist of DSMV-V, Raven test, and Key-Mat test), fourteen students were identified and randomly assigned to the experimental and control group. The experimental group was given integrative instruction in 11 sessions while the control group did not receive any treatment. The data were analyzed with MANCOVA. The results showed that the integration of the two methods (executive function and CASEL) significantly increased the concepts and the applying dimensions of mathematical performance. Based on the findings of this study, it was suggested that educational psychologists apply the integration of two methods of executive functions and CASEL teaching, to improve the performance of students with mathematical disabilities.