Reverse Learning on Academic Self-efficacy and Mathematical Learning in Students with Learning Disabilities

An effective method in teaching different concepts to students with learning disabilities is applying reverse learning methods in education, i.e., of vital importance. The present study aimed to investigate the effect of reverse learning on academic self–efficacy and learning math lessons in students with learning disabilities.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study included all female high–school students (seventh grade) in Kermanshah City, Iran, in the academic year of 2017–2018. The study sample consisted of 50 students who were selected by a multistage cluster random sampling method and were randomly allocated into two groups of 25 people. Data collection tools consisted of McIlroy and Bunting (2001) Academic Self–Efficacy Scale (ASES) to measure academic self–efficacy and a researcher–made math test. The obtained data were analyzed at a significance level of α=0.05 in SPSS using descriptive and inferential statistics, including Multivariate Analysis of Covariance (MANCOVA). Academic Self–Efficacy Scale consists of 10 items, with answers ranging from totally disagree with (grade 7) to completely disagree using a 7–point Likert–type scale (Score 1). The questions 5, 6, and 9 are scored in reverse, i.e., the entire opposite option (grade 7) and the option “I totally agree” (score 1). Therefore, the scores of this questionnaire range from 10 to 70, and the higher scores indicate greater academic self–esteem. The scale’s validity was verified through content and face validity tests and using the opinions of the experts of the relevant field. To collect the required data, 20 questionnaires were used by teacher–made mathematical learning. This assay was based on learning the lessons of pages 1–68 of the 7th–grade math book using CDs, flashes, and educational software. The questionnaire was developed through content and face validity methods and using 5 experts’ opinions. The field of study has been reviewed and approved. The design of the reverse learning class included the instruction in mathematics based on the following headings (reversed in 8 sessions in the experimental group and the conventional methods were implemented for the control group). After 8 sessions, a questionnaire on academic empowerment learning was performed as a posttest survey. Then, the mean posttest score was compared with the pretest one.

The MANCOVA results indicated a significant difference between the experimental and control groups by controlling the pretest effect and considering the corrected Alfa (0.525) in academic self–efficacy (p<0.001). Additionally, this difference was significant in learning the mathematical course (p<0.001). The mean scores comparison also suggested that the scores of academic and math self–efficacy of the experimental group significantly increased at the posttest. In other words, reverse learning was effective in learning self–efficacy and learning mathematical lessons in students with learning disabilities. Thus, about 39.8% of the academic self–efficacy and 18.1% of learning math student groups were affected by reverse learning.

The present study findings indicated that reverse learning was effective in academic self–efficacy and learning of math lessons in students with learning disabilities.