Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder
Many learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the a...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Education Association of South Africa
2017-08-01
|
| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1419/721 |
| _version_ | 1797772963005595648 |
|---|---|
| author | Erica Dorethea Spangenberg |
| author_facet | Erica Dorethea Spangenberg |
| author_sort | Erica Dorethea Spangenberg |
| collection | DOAJ |
| description | Many learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the achievement goal orientation of Grade Nine mathematics learners in a conventional classroom. The two groups studied were learners experiencing attention-deficit hyperactivity disorder (ADHD) and learners without ADHD. A quantitative, exploratory research design was used. Twenty Grade Nine learners, of whom 10 experienced ADHD, were purposefully selected from one school in Ekurhuleni-East, South Africa. Data was collected with an existing questionnaire. The results revealed that while learners without ADHD compare themselves against their peers’ behavioural and cognitive engagement, as well as the level of their mastery goal orientation, learners with ADHD rely more on their personal performance-avoidance goal orientation and the goal orientation of their parents. Differences between the achievement goal orientation of mathematics learners with or without ADHD could assist teachers in recognising methods to direct learners’ goals for better engagement with and improved results in mathematics, which could support learners to develop to their full potential in the subject. |
| first_indexed | 2024-03-12T21:58:22Z |
| format | Article |
| id | doaj.art-c4f9cbc729464489b8c93866d185d9b4 |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-03-12T21:58:22Z |
| publishDate | 2017-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-c4f9cbc729464489b8c93866d185d9b42023-07-25T12:14:01ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332017-08-0137311110.15700/saje.v37n3a1419Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorderErica Dorethea Spangenberg0https://orcid.org/0000-0003-3073-9239Department of Science and Technology Education, Faculty of Education, University of Johannesburg, Auckland Park, South AfricaMany learners with different learning challenges are accommodated in the same classroom in South Africa, which could result in poor performance in mathematics. By reinforcing or disregarding certain goals, a teacher can influence the way in which learners learn mathematics. This study compared the achievement goal orientation of Grade Nine mathematics learners in a conventional classroom. The two groups studied were learners experiencing attention-deficit hyperactivity disorder (ADHD) and learners without ADHD. A quantitative, exploratory research design was used. Twenty Grade Nine learners, of whom 10 experienced ADHD, were purposefully selected from one school in Ekurhuleni-East, South Africa. Data was collected with an existing questionnaire. The results revealed that while learners without ADHD compare themselves against their peers’ behavioural and cognitive engagement, as well as the level of their mastery goal orientation, learners with ADHD rely more on their personal performance-avoidance goal orientation and the goal orientation of their parents. Differences between the achievement goal orientation of mathematics learners with or without ADHD could assist teachers in recognising methods to direct learners’ goals for better engagement with and improved results in mathematics, which could support learners to develop to their full potential in the subject.http://www.sajournalofeducation.co.za/index.php/saje/article/view/1419/721achievement goal orientationattention-deficit hyperactivity disorder (adhd)learnersmasterymathematicsperfor-mance |
| spellingShingle | Erica Dorethea Spangenberg Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder South African Journal of Education achievement goal orientation attention-deficit hyperactivity disorder (adhd) learners mastery mathematics perfor-mance |
| title | Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder |
| title_full | Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder |
| title_fullStr | Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder |
| title_full_unstemmed | Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder |
| title_short | Comparing the achievement goal orientation of mathematics learners with and without attention-deficit hyperactivity disorder |
| title_sort | comparing the achievement goal orientation of mathematics learners with and without attention deficit hyperactivity disorder |
| topic | achievement goal orientation attention-deficit hyperactivity disorder (adhd) learners mastery mathematics perfor-mance |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1419/721 |
| work_keys_str_mv | AT ericadoretheaspangenberg comparingtheachievementgoalorientationofmathematicslearnerswithandwithoutattentiondeficithyperactivitydisorder |