© IJEDR 2019 | Volume 7, Issue 2 | ISSN: 2321-9939

IJEDR1902019 International Journal of Engineering Development and Research (www.ijedr.org) 87

Academic Performance of Students with Attention Deficit Hyperactivity Disorder (ADHD) and

Students without ADHD 1Bishal Bonny Takri, 2Jyotsana Jaiswal

1Master of Education, 2Assistant Professor Allahabad School Of Education, Shuats

_____________________________________________________________________________________________________ Abstract - The present study aimed the academic performance of the students with Attention Deficit Hyperactivity Disorder (ADHD) and students without ADHD. In total, 30 students sample were collected form the ten ICSE schools in Prayagraj, Uttar Pradesh. The Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) was used for the data collection of this study. Attention Deficit Hyperactivity Disorder is associated with poor grades, poor reading and mathematics and also written expression. Attention Deficit Hyperactivity Disorder is also associated with increased use of school based services, increased rates of detention and expulsion. The finding of the study reflects that the students with ADHD had poor performance. On the basis of the findings it is suggested that the students with ADHD needs more attention than students without ADHD. We need to understand that ADHD children are not abnormal, but they are bit different than the normal children. This study is helpful for teachers working with the students with ADHD. The effective teachers should check the student performance, Help the students to correct their mistakes, Divide work into smaller units, Highlight key points, Eliminate or reduce frequency of timed tests, Use cooperative learning strategies, language arts and reading comprehension, be consistent and sincere with praise. Key Words - Academic performance, ADHD, VADTRS _____________________________________________________________________________________________________ Introduction Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that involves problems with inattention, hyperactivity and impulsivity that are developmentally inconsistent with the age of the child and can persist into adulthood. ADHD, the most common childhood-onset psychological disorder, estimated to affect 5% of children worldwide. Children with ADHD are at increased risk of a wide range of adverse difficulties, including low self-esteem, academic underachievement. It is essential that an understanding of this disorder is created that those who come in contact with children who have ADHD are able to deal with them appropriately. The students’ academic success is often depending on his or her ability to attend to tasks and teacher and classroom expectations with minimal distraction. Significance of the study: This study incorporates the factors that can contribute to the educational outcome of the students with ADHD. The issue of Attention Deficit Hyperactivity Disorder is one that has been misunderstood for many years. According to the American psychologist around 5% of children have ADHD and of that percentage comes from some of the world’s most influential people. In recent years ADHD generally accepted that ADHD does exist and that study of it is important. This research will provide a better understanding of students with ADHD in the field of education and it help those students who are experiencing problematic condition. And also the teachers and parents will better understand about the attention deficit hyperactivity disorder. Objective: To assess the academic performance of the students with Attention Deficit Hyperactivity Disorder and students without Attention Deficit Hyperactivity Disorder. Research Method: Descriptive survey method was used. Sample: Purposive sampling was used to select the sample collection for the present study. In total, 30 students sample were collected form the ten ICSE schools in Prayagraj, Uttar Pradesh. Tool Used: Vanderbilt Attention Deficit Hyperactivity Disorder teacher rating scale by Wolraich ML Data Analysis Percentage analysis of academic performances score of reading, mathematics and written expression of the students with ADHD and students without ADHD in three categories which is problematic, average, and above average. The entire students score comes from the Vanderbilt ADHD Diagnostic Teacher Rating Scale (VADTRS) and the entire student’s academic performance score was assessed on the basis of teacher reported scores. Academic Performance The VADTRS includes teachers’ reports of their students’ academic performance. Performances in three areas reading, mathematics, and written expression are evaluated on a scale of 1 to 5 (with a maximum score of 15). A higher number indicates better school performance while a lower number indicates poorer school performance. Table 1.1 shows the mean value of academic performance score by school subject. For all three subjects, students without ADHD scored one performance point higher (between average and above average than the students with ADHD, who have score between

© IJEDR 2019 | Volume 7, Issue 2 | ISSN: 2321-9939

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“problematic” and “average”. Mean implies average and it is the sum of data divided by the number of data. Mean is proved to be an effective tool when comparing different set of data.

Table 1.1 shows the academic performance of the students with ADHD and students without ADHD. Academic performance Students with ADHD

(n=12) Students without ADHD (n=18)

Reading 2.25 3.05

Mathematics 2 2.6

Written Expression 2.08 2.4

Table 1.2 shows Academic performance of reading, students with ADHD and students without ADHD.

Academic performance Students with ADHD (n=12)

Students without ADHD (n=18)

Reading problematic 8 5 Reading average 2 7 Reading above average 2 6

Graph 1.1 shows the percentage of the table 1.2 academic performances of reading problematic, average and above average of the students with ADHD and students without ADHD. The students with ADHD having problematic in reading 66.66% and students without ADHD 27.77%, in average reading students with ADHD 16.66% and students without ADHD 38.88%, and the above average in reading students with ADHD 16.66% and students without ADHD 33.33%.

Table 1.3 shows Academic performance of mathematics, students with ADHD and students without ADHD.

Academic performance Students with ADHD (n=12)

Students without ADHD (n=18)

Mathematics problematic 9 7 Mathematics average 2 8 Mathematics above average 1 3

0.00%

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30.00%

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60.00%

70.00%

StudentswithADHD StudentswithoutADHD

Academic performance of Reading

Problematic

Average

AboveAverage

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Graph 1.2 shows the percentage of the table 1.3 academic performances of mathematics problematic, average and above average of the students with ADHD and students without ADHD. The students with ADHD having problematic in mathematics 75% and students without ADHD 38.88%, average in mathematics students with ADHD 16.66% and students without ADHD 44.44%, and the above average in mathematics students with ADHD 8.33% and students without ADHD 16.66%.

Table 1.4 shows Academic performance of written expression, students with ADHD and students without ADHD. Academic performance Students with ADHD

(n=12) Students without ADHD (n=18)

Written expression problematic 8 11 Written expression average 3 4 Written expression above average 1 3

Graph 1.3 shows the percentage of the table 1.4 academic performances of written expression problematic, average and above average of the students with ADHD and students without ADHD. The students with ADHD having problematic in written expression 66.66% and students without ADHD 61.11%, average in written expression students with ADHD 25% and students without ADHD 22.22%, and the above average in written expression students with ADHD 8.33% and students without ADHD 16.66%.

0.00%

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70.00%

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StudentswithADHD StudentswithoutADHD

Academic performance of Mathematics

Problematic

Average

AboveAverage

0.00%

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StudentswithADHD StudentswithoutADHD

Academic performance of Written expression

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Table 1.5 Teacher- reported academic performance (VADTRS) Academic Performance Scores

All students (n =30)

Students with ADHD (n = 12)

Students without ADHD (n = 18)

Mean 7.43 6.33 8.16 Table 1.5 shows teacher-reported academic performance scores are compared among all students, those students with ADHD, and students without ADHD. The mean value of academic performance score was significantly higher for the students without ADHD than for ADHD students. Conclusion The study has revealed that out of 30 student’s 40% of students were identified with ADHD and the 60% of students without ADHD. The finding of the study revealed that the students with ADHD performed poor as compared to the students without ADHD in their academic performance section. Overall, students with ADHD are expressing more problematic condition in reading, mathematics and written expression than their nondisabled peer. Therefore we need to understand that ADHD children are not abnormal, but they are bit different than the normal children. This study is helpful for teachers working with the students with ADHD. It is essential for the teachers they should use audiovisual materials, divide work into smaller units, eliminate or reduce frequency of timed tests, help the students to correct their mistakes, highlight key points, check the student performance, use cooperative learning strategies, language arts and reading comprehension, and be consistent and sincere with praise. References [1] Ali Shoukat, Zubair Haider, Fahad Munir, Hamid Khan & Awais Ahmed (2013).Factors contributing to the Students’

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academic performance of children and youth with Attention Deficit Hyperactivity Disorder. Remedial and special Education, Volume 28, 4: pp-207-226 https://doi.org/10.1177/07419325070280040201

[8] Pastor, P. N., & Reuben, C. A. (2002). Attention deficit disorder and learning disability: United States, 1997-98. National Center for Health Statistics. Vital Health Stat, 10(206).

[9] Stephanie Jackson, (2004). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. U.S. Department of Education, Office of Special Programs. http://www.ldonline.org/article/8797/

[10] Sunshine B. Alos, Lawrence C. Caranto, & Juan Jose T. David (2015). Factors Affecting the Academic Performance of the Student Nurses of BSU, International Journal of Nursing Science, Vol. 5 No. 2, 2015, pp. 60-65.

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Home. https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-identifying_pg5.html