Thesis:

The effectiveness of learning strategies intervention based on the Dashler model on mathematical learning, academic motivation and spatial visualization of male students with mathematical learning problems in the sixth grade of elementary school in Sabzevar city

This study aimed to investigate the effectiveness of the intervention of learning strategies based on the Dashler model on mathematics learning, academic motivation, and spatial visualization of male students with mathematics learning problems in the sixth grade of elementary school in Sabzevar city. This study was applied in terms of its purpose and in terms of the data collection and analysis method, it was a quasi-experimental study with a pre-test-post-test design. The statistical population included all sixth grade male students in Sabzevar city in the academic year 1403-1404, totaling 2774 people, of whom 30 were selected through multi-stage cluster sampling and from among the students who had low scores in mathematics based on their academic backgrounds. The Wechsler Arithmetic Test 4, Harter Academic Motivation Questionnaire (1980), and Raven Spatial Visualization Intelligence Test were distributed among them. After collecting and scoring the test and questionnaires, 15 students were randomly selected and the learning strategies protocol (Dashler model) was implemented on them. Another 15 students were considered as the control group and no training was provided to them. Mean and standard deviation were used to analyze descriptive data. Before testing the hypotheses and applying parametric tests, the Kolmogorov-Smirnov test was used to ensure the normality of the data distribution and equality of variances. Finally, univariate and multivariate analysis of covariance were used to test the hypotheses and after collecting the data, the analyses were performed with SPSS version 28 software. According to the results, considering that the significance level of the Wilks Lambda test (0.001) is less than (0.05), it indicates the existence of a difference in at least one of the dependent variables (mathematical learning, academic motivation, and spatial visualization) between the experimental and control groups. In other words, teaching Dashler learning strategies had a positive effect on at least one of the dependent variables. Therefore, the research hypothesis is confirmed with 95% confidence.

Keywords: Learning strategies, Dashler model, mathematical learning, academic motivation, spatial visualizatio