HAYEF: Journal of Education

Testing the Effectiveness of PASS Theory-Based Cognitive Games on Students’ Cognitive Processing Areas and Academic Performance


Department of Unit of Educational Sciences, Department of Guidance and Psychological, İstanbul University-Cerrahpaşa, Hasan Ali Yücel Faculty of Education, İstanbul, Turkey

HAYEF: Journal of Education 2021; 18: 517-538
DOI: 10.5152/hayef.2021.21027
Read: 1080 Downloads: 574 Published: 29 September 2021

The goal of this research is to develop the “Cognitive Intervention Program with PASS Theory-Based Games” and to test it on the cognitive processing areas and academic performance of students with special learning disabilities. A pre-test/post-test control group experimental model was used in the study. This study was carried out on a total of 20 students who were diagnosed with a special learning disability, 10 of whom were in the experimental group and 10 were in the control group. The program was applied to the experimental group 1 hour per week for a total of 24 hours. Individually applied Cognitive Assessment System (CAS) and "Weighted Year-End Grade Point Averages (WGPA)” were used as data collection tools in the study. The children in the control group, on the other hand, continued their academic support activities within the scope of their current curriculum. In the analysis of the data, Unrelated (Independent) Group t-Test and Related (Dependent) Group t-Test were applied. As a result of the research, it was found that the cognitive processing areas and WGPA post-test scores of the experimental group were significantly higher than the pre-test scores, and the post-test scores of the experimental group were also significantly higher than the post-test scores of the control group. This finding shows that the program is effective in cognitive processing areas and academic performance of students with a diagnosis of special learning disability.

Cite this article as: Ergin, Ü. T. (2021). Testing the effectiveness of PASS theory-based cognitive games on students’ cognitive processing areas and academic performance. HAYEF: Journal of Education, 18(3), 517-538.

EISSN 2602-4829