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IRCT20261030071609N1 IRCT 2026-11-03 Islamic Azad University Comparing the Effects of Two Teaching Methods, Brain-Based Learning and Fernald Multisensory Instruction, on Love of Learning, Cognitive Load, Working Memory, Information Processing Speed, and Mathematics Achievement in Sixth-Grade Primary School Students with Mathematics Learning Disorder Comparison of the effectiveness of brain-based learning instruction and Fernald multisensory instruction versus usual school instruction on love of learning, cognitive load, working memory, information processing speed, and mathematics achievement in sixth-grade primary school students with specific learning disorder with impairment in mathematics 2026-11-15 anticipated 45 Pending https://irct.ir/trial/94465 interventional Randomization: Not randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Blinding description: Due to the educational nature of the intervention, blinding of participants, the intervention provider, and the principal investigator is not feasible, because students are aware of the training they receive and the trainer knows the group allocation. To reduce the risk of bias, the outcome assessor will be blinded to group allocation and will not be involved in the assignment of students to groups. Each participant will be identified by a unique identification code, and the allocation list will be held by the thesis supervisor and will not be accessible to the assessor. The data analyst will analyse the data using neutral labels such as Group A, Group B, and Group C and will remain unaware of the meaning of these labels until the primary analysis is completed. Participants will also be asked not to reveal their group assignment to the assessor during assessment sessions. N/A Specific learning disorder with impairment in mathematics. Intervention 1: Intervention group: Participants will receive brain-based learning training in eight 60-minute sessions. The sessions will cover creating a safe learning environment and reducing mathematics anxiety; connecting new material to prior knowledge; meaningful learning; movement-based and visual activities using concrete materials; attention and processing speed exercises; providing challenges appropriate to each student’s abilities; working memory and active retrieval exercises; promoting positive emotions and interest in learning; and reviewing and transferring acquired skills to mathematics tasks. In addition to the eight instructional sessions, two sessions will be held before training for pretest assessment, student preparation, and familiarizing parents with the training process. Two further sessions will be held after training for review, practice, posttest assessment, and providing feedback to parents. Intervention 2: Intervention group: Participants will receive Fernald’s multisensory training in eight 60-minute sessions. This approach teaches mathematical concepts and skills through the simultaneous engagement of visual, auditory, tactile, and kinesthetic modalities. Activities will include observing numbers or concepts, hearing and verbalizing them, tracing them with a finger on sand or sandpaper, writing from memory, using concrete objects to understand quantities, practicing arithmetic operations, learning fractions, decimals, and ratios, solving mathematical word problems, participating in movement-based number games, and reviewing acquired skills. In addition to the eight instructional sessions, two sessions will be held before training for pretest assessment, student preparation, and familiarizing parents with the training process. Two further sessions will be held after training for review, practice, posttest assessment, and providing feedback to parents. Intervention 3: Control group: Control group: Participants will continue to receive routine school instruction throughout the study and will receive neither the brain-based learning program nor Fernald’s multisensory training. Pretest and posttest assessments will be conducted at time points corresponding to those of the intervention groups. No - There is not a plan to make this available Justification or reason for not sharing IPD is There is no further information.
public Soad Shahabizadeh
No. 7, Shahid Parnian Alley 9, Enghelab Alley 56, Amirabad
Yazd Iran (Islamic Republic of) ۸۹۱۸۶۶۸۷۱۹ +98 35 3726 4084 1820012433@iau.ir Islamic Azad University scientific Sahar Safarzadeh
Gharbi Kargar, Farhang-e Shahr Campus, Islamic Azad University, Ahvaz Branch
Ahvaz Iran (Islamic Republic of) 37333 61349 +98 61 3334 8336 s.safarzadeh1152@iau.ac.ir Islamic Azad University Iran (Islamic Republic of) Enrollment in the sixth grade of primary school and residence and school attendance in Yazd Persistent mathematics difficulties and a score below the fifth percentile on the Shalev diagnostic mathematics test Adequate prior instruction and cognitive ability within the normal range Written parental consent and student assent to participate in the study 11 years 12 years Both An uncorrected visual or hearing impairment Failure to complete the baseline assessment before group allocation F81.2 Mathematics disorder Rehabilitation Rehabilitation Rehabilitation Intervention group: Participants will receive brain-based learning training in eight 60-minute sessions. The sessions will cover creating a safe learning environment and reducing mathematics anxiety; connecting new material to prior knowledge; meaningful learning; movement-based and visual activities using concrete materials; attention and processing speed exercises; providing challenges appropriate to each student’s abilities; working memory and active retrieval exercises; promoting positive emotions and interest in learning; and reviewing and transferring acquired skills to mathematics tasks. In addition to the eight instructional sessions, two sessions will be held before training for pretest assessment, student preparation, and familiarizing parents with the training process. Two further sessions will be held after training for review, practice, posttest assessment, and providing feedback to parents. Intervention group: Participants will receive Fernald’s multisensory training in eight 60-minute sessions. This approach teaches mathematical concepts and skills through the simultaneous engagement of visual, auditory, tactile, and kinesthetic modalities. Activities will include observing numbers or concepts, hearing and verbalizing them, tracing them with a finger on sand or sandpaper, writing from memory, using concrete objects to understand quantities, practicing arithmetic operations, learning fractions, decimals, and ratios, solving mathematical word problems, participating in movement-based number games, and reviewing acquired skills. In addition to the eight instructional sessions, two sessions will be held before training for pretest assessment, student preparation, and familiarizing parents with the training process. Two further sessions will be held after training for review, practice, posttest assessment, and providing feedback to parents. Control group: Control group: Participants will continue to receive routine school instruction throughout the study and will receive neither the brain-based learning program nor Fernald’s multisensory training. Pretest and posttest assessments will be conducted at time points corresponding to those of the intervention groups. Total love of learning score measured using the McFarlane Love of Learning Scale. Timepoint: Before the instructional sessions, during the first two sessions of the intervention (pretest), and after the eight instructional sessions, during the last two sessions of the intervention (posttest). Method of measurement: The nine item McFarlane Love of Learning Scale, with responses scored from 1 to 5 and total scores ranging from 9 to 45; higher scores indicate greater love of learning. Mean scores for intrinsic, extraneous, and germane cognitive load on the questionnaire by Klepsch and colleagues. Timepoint: Before the instructional sessions, during the first two sessions of the intervention (pretest), and after the eight instructional sessions, during the last two sessions of the intervention (posttest). Method of measurement: The eight item Cognitive Load Questionnaire by Klepsch and colleagues, with seven response options per item; the mean score is calculated separately for each dimension. Working memory score on the Wechsler subtests and number of correct responses on the computerized n back task. Timepoint: Before the instructional sessions, during the first two sessions of the intervention (pretest), and after the eight instructional sessions, during the last two sessions of the intervention (posttest). Method of measurement: The Digit Span and Letter Number Sequencing subtests of the Wechsler Intelligence Scale for Children and the computerized n back task at the one back and two back levels. Mean reaction time in milliseconds in the congruent, incongruent, and neutral conditions of the computerized Stroop Color Word Test. Timepoint: Before the instructional sessions, during the first two sessions of the intervention (pretest), and after the eight instructional sessions, during the last two sessions of the intervention (posttest). Method of measurement: The computerized Stroop Color Word Test, recording reaction times and numbers of correct and incorrect responses. Total mathematics achievement score on the Shalev diagnostic arithmetic test. Timepoint: Before the instructional sessions, during the first two sessions of the intervention (pretest), and after the eight instructional sessions, during the last two sessions of the intervention (posttest). Method of measurement: The Shalev standardized diagnostic arithmetic test, assessing number comprehension, number production, and arithmetic calculations. Islamic Azad University Approved 2026-10-26 Ethics Committee of Islamic Azad University Ahvaz Branch No. 7, Shahid Parnian Alley 9, Enghelab Alley 56, Amirabad Yazd Yazd Iran (Islamic Republic of)