Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability

Khatib, Lora; Li, Yaoran; Geary, David C.; Popov, Vitaliy

doi:10.1016/j.edurev.2021.100412

Cited by 6 publications

(1 citation statement)

References 138 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is because fluid intelligence is critical needed for complex mathematical problems. Even though some researchers like (Altavilla et al, 2021;Khatib et al, 2021) believe that a set of cognitive and mathematics skills are stable across ages, it acknowledged the importance of fluid intelligence in mathematics learning.…”

Section: Empirical Reviewmentioning

confidence: 99%

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

Atta¹,

Clark

Bonyah³

2023

GRSSE

View full text Add to dashboard Cite

This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards.

show abstract

Section: Empirical Reviewmentioning

confidence: 99%

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

Atta¹,

Clark

Bonyah³

2023

GRSSE

View full text Add to dashboard Cite

show abstract

The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years

Stephens-Sarlós,

Stephens,

Szabo

2024

Child Youth Care Forum

View full text Add to dashboard Cite

Background Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective The authors created the “Sensorimotor Training Program” (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < .001, effect size (d) = .483; auditory skills r = .605 p < .001, d = .366; visual skills r = .542, p < .001, d = .294]. The intervention group also improved compared to its baseline measurements. Conclusion These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. These intervention-based improvements are above and beyond biological maturation.

show abstract

Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

Yang,

Pang,

Sin

2024

Teaching and Teacher Education

View full text Add to dashboard Cite

Meta-analysis on the relation between visuomotor integration and academic achievement: Role of educational stage and disability

Cited by 6 publications

References 138 publications

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning

The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years

Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

Contact Info

Product

Resources

About