شبكة المعلومات العربية التربوية

This study aimed at identifying the effect of dramatizing the geometry unit on achievement and reducing attention distraction among the students who suffer from math learning disabilities in the basic educational stage. To achieve this objective, the semi-experimental method was used. The sample was randomly divided into two groups: control and experimental. The experimental group was taught using the dramatized curricula. The control group was studied in the normal method; the researchers prepared an achievement exam and attention distraction scale. The sample participants were (16) female fifth graders in Zarqa Education Directorate (1), who were randomly chosen and distributed over two equal groups. The first group (n=8) was experimental and was taught using the curriculum dramatizing method; and the second group (n=8) was the control group, who received teaching through the normal method. The results showed that the students who were taught by curriculum dramatizing method did better achievement and had less attention distraction than the control group students who received teaching through the normal method. (Published Abstract)