International Journal of Psycho-Educational Sciences

13

Authors: Mourad Ali Eissa, PhD 1 Amaal Ahmed Mostafa2

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems , achievement in , and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental ( n= 30 boys )and control ( n= 30 boys). ANCOVA and T .test were employed for data analysis. Findings from this study indicated the effectiveness of differentiated instruction by integrating multiple intelligences and learning styles on solving problems , achievement in , and attitudes towards math in the target students. On the basis of the findings, the study advocated for the effectiveness of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems , achievement in , and attitudes towards math in learning disabled students. Key Words: differentiated instruction, multiple intelligences and learning styles, solving problems, academic achievement , attitude, learning disabled.

11

Authors: Adel Abdulla Mohammed , PhD1, Asharaf Mohammed A. Sherit2 Mourad Ali Eissa, PhD3 & Amaal Ahmed Mostafa , PhD4

The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts academic procrastination, and whether level of academic procrastination tendency among college students with learning disabilities differs according to demographic variables. The research is based on a convenience sample of 80 undergraduate students from a variety of departments at Zagazig Faculty of Education, Egypt.. Findings indicated that there was a positive correlation between academic procrastination and Positive Self–Oriented Perfectionism, while no significant correlation was determined between academic procrastination and Negative Self –Oriented Perfectionism. According to the multiple linear regression analysis results, Positive Self –Oriented Perfectionism, and Negative Self –Oriented Perfectionism account for 22% of academic procrastination. Positive Self –Oriented Perfectionism made a positive contribution to the model, Negative Self –Oriented Perfectionism made no significant contribution, which indicated that The only significant predictor was Positive Self –Oriented Perfectionism. The independent ttest showed that undergraduates’ academic procrastination scores did not differ significantly according to gender. One-way ANOVA showed that undergraduates’ academic procrastination scores did not differ significantly according to grade. The independent t-test showed that undergraduates’ academic procrastination scores did not differ significantly according to Specialty. Keywords. Academic procrastination, college students, positive and negative self oriented perfectionism, gender, specialty , grade

14

Authors: Mourad Ali Eissa

This study investigated the effect of using advance graphic organizers on academic achievement, self efficacy ,and motivation to learn social studies in learning disabled second year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n= 30, 23 boys,7 girls)and control (n= 30 , 21 boys and 9 girls). ANCOVA and Repeated Measures Analyses were employed for data analysis. Findings from this study indicated the effectiveness of the program employed in improving academic achievement, self efficacy ,and motivation to learn social studies in the target students. On the basis of the findings, the study advocated for the effectiveness of using advance graphic organizers on academic achievement, self efficacy ,and motivation to learn social studies in learning disabled second year prep students. Key Words; advance graphic organizers, academic achievement, self efficacy, motivation, learning disabled.