Introduction: The purpose of the study is to investigate the effect of independent learning training on the academic performance of the students suffering from the attention-deficit hyperactivity disorder.
Method: The research design was pretest posttest with the control group. Statistical sample included all male students aged 10 to 12 suffering from the attention-deficit hyperactivity disorder living in Shahrreza, Iran and were studying at the second semester of academic year of 2014-2015. Research sample included 30 students with the average age of 11years old who received the diagnosis of attention-deficit hyperactivity disorder based on the DSM-5 diagnostic criteria. Samples were selected by multi-stage cluster sampling. Connor Parent-Teacher Questionnaire and Academic Performance Rating Scale were used for measuring the attention-deficit hyperactivity symptoms and investigating the academic performance, respectively. Data were analyzed by ANCOVA.
Results: The results showed that there’s a significant difference (p=0.01) between the two experimental and control group in terms of academic performance and its subscales including academic success, academic productivity, impulse control after independent learning training.
Discussion and Conclusion: Independent learning training can improve the academic performance of the students suffering from the attention-deficit hyperactivity disorder, thus, it can be used as a method for improving the academic performance.