Thesis:

Investigating the effectiveness of rapid learning training (speed reading) on ​​increasing concentration, academic motivation, and academic achievement in elementary school students in Sabzevar city

The aim of the present study was to investigate the effectiveness of rapid learning (speed reading) training on increasing concentration, academic motivation, and academic achievement in elementary school students in Sabzevar city. The population of the present study consisted of all sixth grade elementary school students in Sabzevar city. The number of these students was from 25 schools. From this number of schools, based on random sampling, 3 elementary schools that were willing to cooperate were selected, and from these three schools, with the help of school counselors and teachers, 30 students were selected from among the students who were weaker than the others based on their academic records, forming the sample size of the present study. 30 people were randomly assigned to two experimental and control groups. In the experimental group, Howard's (2002) rapid reading (speed learning) protocol was implemented for this group. The second group did not receive any protocol. Then, after the sessions, both groups were invited to participate in another joint session and Harter's (1980) academic motivation questionnaire, Connors' attention and concentration questionnaire in 1999, and Dupal et al.'s (1991) academic achievement (performance) questionnaire were distributed among them. After collecting the questionnaires, a comparison was made between them. In this study, data were analyzed using SPSS 28 software. Inferential and descriptive statistics were used to analyze the data. Descriptive statistics were used to examine and compare the mean and standard deviation of variables in the control and experimental groups, and inferential statistics were used to analyze the research hypotheses, which included k-s tests to examine the normality of the research variables and covariance assumptions. The results showed that the test statistic was 0.278 and the corresponding significance level was 0.001, so at least one of the variables of concentration, academic motivation, and academic achievement in the experimental and control groups was significantly different from each other in the post-test.

Keywords: Fast learning training