Effect of Cognitive Strategy Intervention on Scholastic Learning of students with Learning Difficulties.

Abstract

Learning Difficulties refers to elements that may influence a child’s capacity to learn and understand at similar rate as their peers. Due to lack of early intervention, these adolescents are usually considered as slow and incapable. The present research aimed to determine the effect of cognitive strategy intervention on scholastic learning of participants with learning difficulties. The sample comprised 400 participants from private schools of Patiala district within the age range of 10-15 years. The sampling technique in the research used purposive sampling. The instrument for data collection were Colorado Learning Difficulties Questionnaire (CLDQ) and Academic Performance Rating Scale (APRS). There were three phases: in the first phase, all the measures were administered and pre-test scores were taken. In the second phase, equal number of participants were divided to make one experimental group and other control group. Cognitive strategy intervention was provided to the participants of learning difficulties who meet the criteria of having low scholastic learning. The findings of the study revealed a significant negative association of Learning difficulties with Scholastic Learning. The results showed that there were differences in the results of experimental group’s scholastic learning before and after the treatment was given. Thus, the effect of cognitive strategy intervention on scholastic learning of participants with learning difficulties was significant. Further, the implications for the future research were discussed.