چکیده: (181 مشاهده)
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.