การสังเคราะห์งานวิจัยเกี่ยวกับการจัดการเรียนการสอนผู้เรียนที่มีภาวะสมาธิสั้นระดับประถมศึกษา

Abstract

This research focused on synthesizing 16 research papers on instructional management for students with attention-deficit hyperactivity disorder (ADHD) in the United States published between 2013 and 2022. The purposes of this research were 1) to conduct content synthesis of research on instructional management for learners with attention-deficit hyperactivity disorder (ADHD) and 2) to synthesize guidelines for instructional management for students with ADHD. The research instruments included 1) a research summary form and 2) a research evaluation form. Data were analyzed using a content analysis research synthesis according to the established conceptual framework as well as descriptive statistics. The results of the research synthesis are indicated as follows: 1) The majority of the research examined (62.50 %) were master's theses. The year in which the most research was published was 2016 (18.75 %). The most commonly found learning substance in the research was teachers' knowledge and understanding about children with ADHD (31.25 %), followed by mathematics and writing (25 % with an equal proportion), and the majority of the sample used in the research were students with ADHD (56.25 %). 2) Guidelines for instructional management for primary school students with hyper attention-deficit hyperactivity disorder (ADHD) included: 2.1 In terms of teaching methods, it was found that the most commonly found teaching method in the research studies was teaching by practice (57.14%), followed by simulation (28.57%), and 3 out of 9 studies used more than 2 teaching methods. 2.2 In terms of instructional management model, it was found that the most commonly found method was cooperative learning (27.28 %), followed by story-building, and Torrance’s concept of future problem solving(18.19 percent) with the same percentage, and 3 out of 9 research studies used more than 2 instructional management models. 2.3 In terms of learning management, the most commonly found method was modelling (33.33%), followed by cooperative learning and advanced organizer (25.00 %) with the same percentage. 5 out of 9 research studies used more than 2 models of learning management. 2.4 In terms of reinforcement, all studies used reinforcement in instructional management (100 %), but no research was found that used token reinforcement. 2.5 In terms of learning management technique, 8 out of 9 studies used only one technique for instructional management, namely recreational activities and play and learn with the same percentage (88.89 %) and 1 research used 2 techniques, namely: recreational activities and play and learn (20.00 %). 2.6 In terms of the evaluation of learning outcomes, it was found that all studies evaluated learning outcomes using behavioral observation forms (100 %), followed by exercises (77.78 %), tests (22.22 %), and performance evaluation forms (11.11 %), respectively.