Effectiveness of Cognitive Strategies to Enhance Arithmetic Skills and Working Memory among Students with Mild Intellectual Disability

Abstract

The purpose of the research is to examine the effect of using cognitive strategies newlinein the academic as well as working memory performance of students with mild newlineintellectual disability (SWMID). The participants included both boys (N=17) and girls newline(N=13) in grade 5 and grade 6 with mild intellectual disability. The study location was newlinedifferent inclusive schools in Malappuram, Kerala. The dependent variable selected for newlinethe study was arithmetic performance and working memory (WM) performance of newlineSWMID. In arithmetic, the investigator selected number sequencing, place value newlineidentification and whole number operation as the areas. Visuo-spatial working memory newline(VSWM) and auditory working memory (AWM) were measured under working newlinememory. newlineThis study had two main stages.1) Development of Assessment Tools and newline2.Selection and Implementation of Cognitive Strategies. The investigator developed two newlinetools namely the Arithmetic Assessment Tool (AAT) and Working Memory Assessment newlineTool (WMAT) for the study. Cognitive strategies are the independent variable in the newlinestudy. Strategies such as graphic organizers, visualizer and rehearsal were used in the newlinestudy. newlineThe study adopted a single group pre-test and post-test follow up design. In the newlinepre-test the arithmetic performance and working memory performance of the students newlinewith mild intellectual disability (SWMID) were assessed using the tool developed by the newlineinvestigator. The intervention phase included training in selected arithmetic skill using newlinecognitive strategies. A post assessment was done using the same tool and after one newlinemonth follow-up was done. newlineThe implementation of the intervention was found to be effective in improving newlinethe arithmetic performance of students with mild intellectual disability in selected newlinearithmetic areas. The intervention also had significant effect on the working memory newline(WM) performance of the participants.