The present study aims to investigate the positive effects of cooperative learning on thelearning and implementation of positive interactive behaviors and the most self-determinedlevels of study motivation in students with ADHD. Twelve students with ADHD diagnosisincluded in 6 different classes participated in the research. Some classes have been assignedto the condition of cooperative learning (group CL) others to the condition of direct education(control group). The Academic Self-Regulation Questionnaire, a learning questionnaireand classroom observation were used for the detection of the interaction behaviorsimplemented during the teaching activities. The results of the research have highlightedthe importance of setting up and designing motivating and efficient educational activitiesin terms not only of achieving cultural objectives but rather of implementing adequate levelsof study motivation and functional behaviors to be in relationship with the others. Theresults of the research confirm the greater effectiveness of cooperative learning, associatedwith educational software, compared to the traditional method used in the control group.
Il presente studio si propone di indagare gli effetti positivi del cooperative learning sull’apprendimentoe sull’implementazione di comportamenti interattivi funzionali e di livelli dimotivazione allo studio più autodeterminati in studenti con ADHD. Hanno partecipato allaricerca 12 studenti con diagnosi di ADHD inseriti in 6 classi differenti. Alcune classi sonostate assegnate alla condizione di cooperative learning (gruppo CL) altre alla condizione diistruzione diretta (gruppo di controllo). Sono stati utilizzati il Academic Self-RegulationQuestionnaire, un questionario di apprendimento e l’osservazione in classe per la rilevazionedei comportamenti di interazione messi in atto durante le attività didattiche. I risultatidella ricerca hanno messo in evidenza l’importanza di impostare e progettare attività didattichemotivanti e efficienti in termini non soltanto di raggiungimento di obiettivi culturaliquanto piuttosto di implementazione di livelli di motivazione allo studio adeguati e di comportamentifunzionali allo stare in relazione con gli altri. I risultati della ricerca confermanola maggiore efficacia del cooperative learning, associato a software didattici, rispetto al metodotradizionale utilizzato nel gruppo di controllo.
Deficit di abilità sociali, motivazione, cooperative learning: nuovi scenari per le prassi didattiche. Analisi e riflessioni su un progetto di ricerca
Oliva P.;
2019-01-01
Abstract
The present study aims to investigate the positive effects of cooperative learning on thelearning and implementation of positive interactive behaviors and the most self-determinedlevels of study motivation in students with ADHD. Twelve students with ADHD diagnosisincluded in 6 different classes participated in the research. Some classes have been assignedto the condition of cooperative learning (group CL) others to the condition of direct education(control group). The Academic Self-Regulation Questionnaire, a learning questionnaireand classroom observation were used for the detection of the interaction behaviorsimplemented during the teaching activities. The results of the research have highlightedthe importance of setting up and designing motivating and efficient educational activitiesin terms not only of achieving cultural objectives but rather of implementing adequate levelsof study motivation and functional behaviors to be in relationship with the others. Theresults of the research confirm the greater effectiveness of cooperative learning, associatedwith educational software, compared to the traditional method used in the control group.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
