Effects of Maternal Stress Management Training and Metacognitive Techniques on Improving Problem-Solving Skills in Students with Dyscalculia

Background and purpose: Learning difficulty in mathematics is one of the most common problems in students. The purpose of this study was to investigate the effect of maternal stress management skills training on improvement of problem-solving skills in students with dyscalculia. Materials and methods: A quasi-experimental study with pre-test post-test control group design was carried out in 30 elementary level school girls (grades 3 and 4) with disabilities in learning mathematics in Qaemshahr, north of Iran. Schools and classes were selected using cluster sampling. The students were selected based on interviews and were randomly assigned into control group or experimental group (n=15 per group). Data were collected using DSM-IV-TR diagnostic checklist, the KeyMath Diagnostic Assessment, the Ravenchr('39')s Progressive Matrices, and General Health Questionnaire-28 (GHQ-28). Both groups received metacognitive training on problem-solving (14 sessions/ 5 weeks). Meanwhile, mothers of students in experimental group attended a training course on stress management (8 sessions/ 4 weeks). Data analysis was done in SPSS V19 applying univariate analysis of variance and P values of less than 0.01 were regarded as astatisctically significant. Results: Students in both groups showed improvements in problem-solving skills but in experimental group whose mothers received stress management skills training, the students were found with significant improvements compared to the control group (P<0.001). Conclusion: According to current study, maternal stress management training has considerable effects on improving problem-solving skills in students.