Document Type : Research Paper
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Abstract
The purpose of this study was to investigate the effects of attributional retraining on math problem solving performance of students with math disability. The study was quasi-experimental using a pre-test-posttest design with control group. The subjects were 20 4th-grade students from TabrizCity in the academic year 1387/88 (2008/09) who were randomly selected via multi-stage cluster sampling and randomly placed in two experimental and control groups. The experimental group received an eight 45-minutes sessions attributional retraining whereas the control group continued with a conventional instruction. The results of covariance analysis showed that the experimental group had a significantly better performance than the control group (a=.01).
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