شبكة المعلومات العربية التربوية

Cognitive methods reflect a wide range of individual differences among students in various categories. The present study aimed to identify the differences between impulsivity as a way cognitive and academic achievement among a sample of (460) students at the elementary school in Riyadh city. The sample included (286) normal (98) deaf students، and (76) hard of hearing or impaired students. The researcher used the homogeneity of formats test by Kagan rated the Saudi environment to collect the research data، and estimate the parameters of the level of academic achievement of the sample. The research revealed a lack of significant differences between the normal، deaf، and impaired students in response of time، while the differences between the three groups appeared in the number of errors، where deaf students were more errors than the normal and impaired. Moreover، the research founded differences in academic achievement between the three groups for the benefit of normal students، and the results did not reach to the differences between the heights of achievement and lowest achievement in each of the three categories in response of time، while the differences between the heights and lowest achievement appeared in the number of errors، where errors have increased at low achievement in the category of normal and impaired and deaf. (Published Abstract)