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Mounir BOUZABOUL1 
, ZAKARIA ABIDLI2 , DRISS AIT ALI * 3, Younes RAMI4 , Jamal AMRAOUI5 , ADIL HADRI6 , Amèle EL ACHHAB7 , ZIRI RABEA1 , Francesco CHIRICO8 , Amelia RIZZO9 , Kavita BATRA10 , Rezvaneh Namazi Yousefi , Łukasz SZARPAK11 , Murat YILDIRIM12 , Hicham KHABBACHE13
, ZAKARIA ABIDLI2 , DRISS AIT ALI * 3, Younes RAMI4 , Jamal AMRAOUI5 , ADIL HADRI6 , Amèle EL ACHHAB7 , ZIRI RABEA1 , Francesco CHIRICO8 , Amelia RIZZO9 , Kavita BATRA10 , Rezvaneh Namazi Yousefi , Łukasz SZARPAK11 , Murat YILDIRIM12 , Hicham KHABBACHE13
1- Biology and health, Faculty of Science, Ibn Tofail University, Kenitra, Morocco.
2- Health Sciences, Education and Management, Higher Institute of Nursing and Health Technology Professions, Casablanca, Morocco.
3- Laboratory of «Morocco: history, theology and languages», Department of Psychology, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez-Morocco.
4- Biodiversity, Ecology and Genome Laboratory, 4 Avenue Ibn Battouta, Faculty of Sciences, Mohammed V University in Rabat, B.P. 1014 Rabat, Morocco.
5- Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco.
6- Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco
7- Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco.
8- Faculty of Medicine and Surgery,Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy.
9- Department of Cognitive Sciences, Psychological, Educational, and Cultural Studies, University of Messina, Italy.
10- Department of Medical Education, Kirk Kerkorian School of Medicine, University of Nevada, Las Vegas, United States.
11- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland.
12- Department of Psychology, Ağrı İbrahim Çeçen University, Turkey
13- Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco
2- Health Sciences, Education and Management, Higher Institute of Nursing and Health Technology Professions, Casablanca, Morocco.
3- Laboratory of «Morocco: history, theology and languages», Department of Psychology, Faculty of Arts and Human Sciences Fès-Saïss, Sidi Mohamed Ben Abdellah University, Fez-Morocco.
4- Biodiversity, Ecology and Genome Laboratory, 4 Avenue Ibn Battouta, Faculty of Sciences, Mohammed V University in Rabat, B.P. 1014 Rabat, Morocco.
5- Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco.
6- Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco
7- Cognitive Neuroscience Team, Faculty of Health Sciences, International University of Casablanca, Morocco.
8- Faculty of Medicine and Surgery,Post-Graduate School of Occupational Health, Università Cattolica del Sacro Cuore, Rome, Italy.
9- Department of Cognitive Sciences, Psychological, Educational, and Cultural Studies, University of Messina, Italy.
10- Department of Medical Education, Kirk Kerkorian School of Medicine, University of Nevada, Las Vegas, United States.
11- Department of Clinical Research and Development, LUXMED Group, Warsaw, Poland.
12- Department of Psychology, Ağrı İbrahim Çeçen University, Turkey
13- Director of Lifelong Learning Observatory (UNESCO), Sidi Mohamed Ben Abdellah University, Fez-Morocco
Abstract: (182 Views)
Objectives: This study aims to investigate the relationship between visual perception, working memory, and academic performance among middle school students with learning difficulties in the Middle Atlas region of Morocco. Specifically, it examines how these cognitive factors impact academic performance and highlights the importance of neurocognitive evaluation
Methods: We employed the Anoto DP-201 pen, a computerized tool used in neuropsychology, to assess visual perception and working memory. The study involved a sample of middle school students with learning difficulties and a control group. The Rey-Osterrieth Complex Figure Test – Copying Phase (ROCF-A) was utilized to measure accuracy scores in visual perception tasks.
Results: The results revealed that the learning-disabled group had a lower mean accuracy score (59.98 ± 11.34) compared to the control group (66.68 ± 3.72). Statistical analysis using Student's T-test indicated a highly significant difference between the two groups (t = 4.44, p < 0.000), highlighting the disparity in accuracy scores in the ROCF-A copying phase.
Discussion: The findings underscore the critical role of neurocognitive evaluation in identifying students with deficits in visual perception and working memory. This study emphasizes the need for a multidisciplinary diagnostic approach to effectively manage and remediate cognitive challenges in learners with learning difficulties. The use of the Anoto DP-201 pen provides valuable insights into the neurocognitive profiles of students and supports targeted interventions to enhance academic performance.
Methods: We employed the Anoto DP-201 pen, a computerized tool used in neuropsychology, to assess visual perception and working memory. The study involved a sample of middle school students with learning difficulties and a control group. The Rey-Osterrieth Complex Figure Test – Copying Phase (ROCF-A) was utilized to measure accuracy scores in visual perception tasks.
Results: The results revealed that the learning-disabled group had a lower mean accuracy score (59.98 ± 11.34) compared to the control group (66.68 ± 3.72). Statistical analysis using Student's T-test indicated a highly significant difference between the two groups (t = 4.44, p < 0.000), highlighting the disparity in accuracy scores in the ROCF-A copying phase.
Discussion: The findings underscore the critical role of neurocognitive evaluation in identifying students with deficits in visual perception and working memory. This study emphasizes the need for a multidisciplinary diagnostic approach to effectively manage and remediate cognitive challenges in learners with learning difficulties. The use of the Anoto DP-201 pen provides valuable insights into the neurocognitive profiles of students and supports targeted interventions to enhance academic performance.
Keywords: Evaluation, neurocognitive, visual perception, working memory, digital pen (Anoto DP-201), school students, Moroccan.
Article type: Original Research Articles |
Subject:
Psychology
Received: 2024/11/12 | Accepted: 2024/12/23
Received: 2024/11/12 | Accepted: 2024/12/23
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