The effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilities

The aim of this study was to investigate the effectiveness of painting teaching on math and non-verbal memory performance of students with mathematic learning disabilities. The research was an experimental one with pre-test and post-test. Forty four female students from elementary school in Mashhad City participated in this study. These students were randomly selected from those who have taken lower score than average in Q-Mat math test. The students were randomly divided into two control and experimental groups. After doing the pre-test, experimental group was exposed to painting teaching method during 12 sessions and then post-test was given to both control and experimental groups. In order to gather data, Q-Mat, Raven's progressive matrices, match performance and Ray’s non-verbal memory tests were used. Data were analyzed by multivariate analysis of variance (MANCOVA) and SPSSv22. Results showed that there is a significant difference between the control group and the experimental group with regard to math and non-verbal performance. It was concluded that painting teaching has positive impact on performance of math and non-verbal memory of students with learning disabilities.