![]() Among the 18 subjects (male=7 and female=11) the average of academic performance and IQ score after brain gym showed improvement. The measurement of Intelligence Quotient pre and post test using Culture Fair Intelligence Test Scale 2. Pretest were administered, followed by brain gym, and post test administered in the end of study. Samples (n=18 male=7 and female=11) were taken from five and six grader and conducted in Tembalang and Pedalangan Elementary School, Semarang. This study was a quasy experiment study with one group pre and post test design. To prove the effect of brain gym towards academic performance of children aged 10-12 years. Brain gym can improve learning processes and integrate all areas that related to the learning process. it is determined by the function of affective, cognitive, psychomotor, and intelligence. ![]() It was concluded that teaching English online to asd and ds students requires knowledge of their conditions and suitable strategies from an eclectic instructional approach.Īcademic performance becomes an important determinant of individual quality. Findings indi cated that: (a) the combination of various stimuli and methodological strategies from a variety of approaches enhanced learning, (b) the use of images and pictograms fostered memory, (c) setting clear routines promoted self-regulation skills, and (d) the families and students' challenges were turned into opportunities. Three data collection techniques, including two surveys to parents and a researcher journal, were used. The purpose of this study was to establish the impact of the implementation of such strategies on the English Language Learning (ell) process of the asd and ds learners. To do it, we used the principles of universal design for learning (udl) and an eclectic method which combines strategies from thre specific approaches: The Presentation, Practice, and Production approach (ppp), the Treatment and Education of Autistic and Related Communication-Handicapped Children (teacch) approach and a behavioral management approach. Our team of two university professors and seven pre-service teachers provided online English lessons to 17 students with autism spectrum disorder (asd) and 13 with Down syndrome (ds). This case study explored a methodological intervention with students from an English school for special needs students in Manizales (Colombia). The unprecedented reality of the covid-19 pandemic has led students and teachers to adapt to new routines and technological resources so that they can meet the pedagogical requirements generated by this world sanitary emergency. It is important to note that both the control and experimental groups improved their learning, however, the experimental group did so to a greater extent than the students in the control group, who received a traditional educational process, and they did learn, but not at the level of the experimental group. In conclusion, the importance of applying innovative processes to improve the teaching and learning of Mathematics can be affirmed. We made pre and post-test measurements and found that the control group students improved in their problem-solving ability F (1,65) = 8.76, p = 0.04, η ² = 0.12 and equivalent fractions F (1,65) = 4.54, p = 0.03, η ² = 0.06. ![]() We worked with 67 students between 12 and 14 years old, organized into an experimental group ( n = 35) and a control group (no participation group n = 32). This article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is to improve: the definition of rational numbers, problem-solving ability, mathematical order relationships, and equivalent fractions. ![]() The learning process of Mathematics is a challenge in Latin America therefore, it is of vital importance to conduct actions that improve the performance in this science. The results showed that the Brain Gym group outperformed the control group in posttest and follow-up stages in terms of all variables. J., Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters (MESSY). Austin: Pro-Ed., 2016 TGMD-3) while social skills were assessed through the Matson Evaluation of Social Skills with Youngsters (MESSY Matson, J. The gross motor skills were measured using the test of gross motor development – 3rd edition (Ulrich, Test of gross motor development (3rd ed.). Participants in the Brain Gym group attended sixteen training sessions. Eighty-four children (Mage: 9.55☑.09 years) were selected and randomly assigned to two groups of 42: the Brain Gym and the control group. The present study aims to examine the effects of Brain Gym exercise on development of fundamental motor and social skills.
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