Introduction: The presence of job demands for military personnel can sometimes lead to family intolerance and dissatisfaction, resulting in issues for their children, including academic challenges like learning disorders.
Objective: The study aimed to compare the impact of metacognition training and working memory training on math performance and anxiety in tudents with military parents.
Materials and Methods: A quasi-experimental pre-test-post-test design with a control group was employed. The research included all second and third-grade elementary school students with math disorder and military parents in Bandarabbas city. Forty-five students were randomly assigned to three experimental and control groups. An 8-week intervention of 90-minute sessions for metacognition and working memory training was conducted. Data collection involved Spence’s anxiety questionnaire and math tests. Data analysis utilized MANCOVA and posthoc Benferroni tests with SPSS-24 software.
Results: Covariance analysis results indicate that metacognition training significantly influences both math performance and anxiety (P<0.001). The impact on math performance is 0.51, and on anxiety, it is 0.42. Additionally, active memory training significantly affects math performance (P<0.001) with an impact of 0.47 on math performance and 0.39 on anxiety. Bonferroni test results reveal no significant variance between metacognition training and working memory training regarding enhancing math performance and alleviating anxiety (P<0.01).
Conclusion: According to this research, using a metacognitive training program and active memory training can improve math lesson performance and reduce academic anxiety in students with math learning disorders, as well as those who face difficulties or anxiety in math learning.