Validity of the Distance Education Model for the Learners with the Attention Deficit Hyperactivity Disorder

Introduction: One of the most important aspects involved in the attention deficit hyperactivity disorder (ADHD), is academic performance. This study provides the e- learning validated model for learners with ADHD. Methods: This is a mixed method study. In the qualitative phase, 41 in- depth interviews conducted. The interviews were analyzed using content analysis. The e- learning method was developed in a quantitative phase. In this phase, the sample size was 41 people. In the validating phase, the sample size was 31 people. There were 15 people in each the control and case groups, that ethical issues were considered. The participants filled the questionnaires of inventory of school motivation (ISM) and the questionnaire of academic achievement in both the pre-test and post-test. Findings: The five main elements including analyzing, designing, delivery, supporting, and evaluation were extracted in qualitative phase. In addition, the e- learning model was developed in qualitative phase. The mean score increased in academic motivation in examination group, in post-test (P<0.001). The results of independent t-test was significant in terms of academic achievement (P-value<0.001). Conclusion: The electronic based training method, increase both the academic motivation and achievement of the learners with the ADHD.