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
To determine the difference in effectiveness between brain based learning instruction and Fernald multisensory instruction on love of learning, cognitive load, working memory, information processing speed, and mathematics achievement in sixth grade students with specific learning disorder with impairment in mathematics
Design
This is a non-randomized, non-blinded, quasi-experimental study with three parallel control groups, involving 45 students divided into groups of 15; it employs purposive sampling and includes pre-test, post-test, and two-month follow-up assessments
Settings and conduct
Students are identified from schools and learning disorder centers in Yazd, and following screening and a pre-test, they are assigned to groups
Participants/Inclusion and exclusion criteria
Sixth grade students in Yazd with specific learning disorder with impairment in mathematics; Shalev score below the fifth percentile; adequate instruction; normal cognitive ability; parental consent and student assent; exclusion for uncorrected visual or hearing impairment
Intervention groups
Brain based or Fernald multisensory instruction, each comprising eight group sessions of 60 minutes, plus two introductory and two concluding sessions; control receiving usual school instruction
Main outcome variables
Love of learning; cognitive load; working memory; information processing speed; mathematics achievement
General information
Reason for update
Acronym
IRCT registration information
IRCT registration number:IRCT20261030071609N1
Registration date:2026-11-03, 1405/08/12
Registration timing:prospective
Last update:2026-11-03, 1405/08/12
Update count:0
Registration date
2026-11-03, 1405/08/12
Registrant information
Name
Soad Shahabizadeh
Name of organization / entity
Country
Iran (Islamic Republic of)
Phone
+98 939 627 4198
Email address
soad.shahabizadeh@gmail.com
Recruitment status
Not yet recruiting
Funding source
Expected recruitment start date
2026-11-15, 1405/08/24
Expected recruitment end date
2026-12-05, 1405/09/14
Actual recruitment start date
empty
Actual recruitment end date
empty
Trial completion date
empty
Scientific title
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
Public title
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
Purpose
Education/Guidance
Inclusion/Exclusion criteria
Inclusion criteria:
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
Exclusion criteria:
An uncorrected visual or hearing impairment
Failure to complete the baseline assessment before group allocation
Age
From 11 years old to 12 years old
Gender
Both
Phase
N/A
Groups that have been masked
Outcome assessor
Data analyser
Sample size
Target sample size:
45
Randomization (investigator's opinion)
Not randomized
Randomization description
Blinding (investigator's opinion)
Single blinded
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.
Placebo
Not used
Assignment
Parallel
Other design features
Secondary Ids
empty
Ethics committees
1
Ethics committee
Name of ethics committee
Ethics Committee of Islamic Azad University Ahvaz Branch
Specific learning disorder with impairment in mathematics
ICD-10 code
F81.2
ICD-10 code description
Mathematics disorder
Primary outcomes
1
Description
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
Secondary outcomes
1
Description
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
2
Description
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
3
Description
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
4
Description
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
Intervention groups
1
Description
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.
Category
Rehabilitation
2
Description
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.
Category
Rehabilitation
3
Description
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.
Category
Rehabilitation
Recruitment centers
1
Recruitment center
Name of recruitment center
Yazd County Department of Education Learning Disorders Center