Effect of Cooperative Learning Strategies on Academic Behaviour and Self Monitoring Skills of Attention Deficit Hyperactivity Disorder ADHD Students

Abstract

This Quasi-Experimental study aimed to investigate the Effect of Cooperative Learning Strategies on the Academic Behaviour and Self-Monitoring Skills of Attention Deficit Hyperactivity Disorder (ADHD) Students. This Quasi -Experimental study sought to answer these two hypotheses, there is no significant difference in the Pre-Test and Post-Test of Academic Behaviour scores of ADHD Students taught by Cooperative Learning Strategies and there is no significant difference in the Pre-test and Post-Test of Self-Monitoring Skills scores of ADHD Students taught by Cooperative Learning Strategies. This study involved 300 students sample (31ADHD Students and 269 Non ADHD Students) as this study required inclusive set-up for conducting intervention. Having completed the period of intervention with 30 lessons in four types of Cooperative Strategies (Think Pair Share, Number Heads Together, Write Around Strategy, Carousel) results of Pre Post test of dependent variables (Academic Behaviour and Self Monitoring Skills )were analyzed. Results showed a significant effect. Both hypotheses were rejected. Thus it was concluded that students (both ADHD and Non ADHD) had better Academic Behaviour and Self Monitoring Skills when they work together with four types of Cooperative Strategies of learning. newline