Empowering Exceptional Children

Empowering Exceptional Children

The relationship between age and learning style of slow-paced students with Down syndrome; The moderating role of gender

Document Type : Original Article

Authors
Maryam Sadat Miri 1
Samira Vakili 2
Zahra Naghsh 3
Gholamali Afrooz 4
Sogand Ghasemzadeh 5
1  Ph.D. student, Department of Psychology and Education of Exceptional Children, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Branch, Tehran, Iran
2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
4 Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
5 Associate Professor, Department of Psychology and Education of exceptional children , Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
10.22034/ceciranj.2024.424190.1816
Abstract
The present study was conducted with the aim of investigating the moderating role of gender in the relationship between age and learning style in students with Down syndrome. The current research method is descriptive-correlation and survey research with a quantitative approach. The statistical population includes all slow-paced students with Down syndrome who were busy studying in  Tehran and  Razavi Khorasan city in the 2022-2023 academic year. The sample size was 100 girls with an average age of 13.12 ± 0.36 and 100 boys with an average age of 13.6 ± 0.44, who were selected by available sampling method. In order to collect information, VAK learning style questionnaire (VLSQ) was used. In order to analyze the findings, SPSS22 software was used and to check the research hypothesis, the regression equation test was used. The findings showed that age and visual learning style are negative, that is, this style decreases with increasing age, and the gender variable moderates the relationship between age and visual learning style, and on the other hand, age and auditory and kinesthetic learning style are positive. That is, this style increases with age and gender variable moderates the relationship between age and auditory and kinesthetic learning style, It seems age can affect who have a kinesthetic and auditory learning style, and gender modulates this relationship, It is suggested that teachers consider age and gender as effective factors for improving educational level.
Keywords
Slow-Paced
Gender
Learning Style
Age
Down Syndrome
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  • Receive Date 24 September 2023
  • Revise Date 04 October 2023
  • Accept Date 23 October 2023