Information and Communication Technologies and the impact of gender on the writing performance of students with ADHD
Georgia Andreou, Asimina Riga, Department of Special Education, University of Thessaly ; Nikolaos Papayiannis, Department of English Literature and Culture, Aristotle University of Thessaloniki
Themes in Science and Technology Education Volume 9, Number 1, ISSN 1792-8788 Publisher: Themes in Science and Technology Education
The present study investigates whether the use of ICTs improves the writing performance of students with ADHD (Attention Deficit Hyperactivity Disorder). It also examines whether gender affects performance. A number of ADHD students were selected and were assessed for their use of a combination of distinct educational tools. Divided into two separate groups, these students were simultaneously taught the same educational material. One group learned the material by using various computer-based tools, while the other group learned by using paper and pencil. Both groups were asked to write descriptive essays. The findings indicate that the group of students who used ICTs performed better in the task of essay writing than the group who did not. The statistical analysis done to assess the impact of gender on student performance revealed that the boys who used ICTs outperformed the boys who did not. There was no qualitative difference in the girl’s performance, regardless whether they used or did not use ICTs. It seems that gender makes a difference in three areas: students’ attitude toward computers, students’ ability to use computers and students’ actual use of computers.
Andreou, G., Riga, A. & Papayiannis, N. (2016). Information and Communication Technologies and the impact of gender on the writing performance of students with ADHD. Themes in Science and Technology Education, 9(1), 25-41. Retrieved March 23, 2019 from https://www.learntechlib.org/p/173603/.