RELATIONSHIP BETWEEN ATTENTIONAL ABILITIES AND ACADEMIC PERFORMANCE AMONG MIDDLE SCHOOL LEARNERS IN MIDDLE ATLAS OF MOROCCO

Received 2020-08-06; Accepted 2021-02-02; Published 2021-04-27

Authors

  • Mounir Bouzaboul Cognitive Behavioral Neuroscience and Applied Nutrition Team, Laboratory Nutrition-Health and Environment, Department of Biology, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco.
  • Zakaria Abidli Faculty of Health Sciences, International University of Casablanca, Morocco.
  • Abdeslam Amri Cognitive Behavioral Neuroscience and Applied Nutrition Team, Laboratory Nutrition-Health and Environment, Department of Biology, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco.
  • Ziri Rabea Cognitive Behavioral Neuroscience and Applied Nutrition Team, Laboratory Nutrition-Health and Environment, Department of Biology, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco.
  • Ahmed Omar Touhami Ahami Cognitive Behavioral Neuroscience and Applied Nutrition Team, Laboratory Nutrition-Health and Environment, Department of Biology, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco.

DOI:

https://doi.org/10.22452/jummec.vol24no1.13

Keywords:

Learner, Middle School, Academic Performance, Attentional Abilities

Abstract

Introduction: Attention is one of many cognitive functions; it plays a central role in the learning process. For this reason, our study aims to determine the impact of attentional abilities on academic performance among middle school learners in Middle Atlas of Morocco.

Methods: Data were collected from a sample of 137 middle school learners. For the assessment of attentional abilities, we performed the Trail Making Test (TMT) to estimate mental flexibility. Evaluation of selective attention was done through the Stroop Test and the measurement of sustained attention was achieved via the d2-R test.

Results: Our results revealed that the attentional abilities of learners in our samples are positively correlated with their academic performance and vice versa.

Conclusion: At the end of this study, it is important to establish a thorough diagnosis of attentional disorders to identify learners with attention problems in order to implement a remedial program so as to avoid the detrimental effects of these disorders on the academic performance of learners.

Downloads

Download data is not yet available.

Downloads

Published

2021-04-27

Issue

Vol. 24 No. 1 (2021)

Section

Research article

License

All authors agree that the article, if editorially accepted for publication, shall be licensed under the Creative Commons Attribution License 4.0 to allow others to freely access, copy and use research provided the author is correctly attributed, unless otherwise stated. All articles are available online without charge or other barriers to access. However, anyone wishing to reproduce large quantities of an article (250+) should inform the publisher. Any opinion expressed in the articles are those of the authors and do not reflect that of the University of Malaya, 50603 Kuala Lumpur, Malaysia.