Teaching of Non-Verbal Memory on the Accuracy and Concentration of Primary School Students

The present research was conducted to teaching of non-verbal memory on the level of accuracy and concentration of primary school students in Kerman City.

This research is a quasi-experimental design that was implemented with an experimental group and a control group. The statistical population of the present study included all primary school students of the 2nd district of Kerman city in the academic year of 2021-2022. To conduct this research, 30 students of two classrooms from two primary schools were purposefully selected from among the statistical population. The random sampling method was a cluster in which 30 people were selected and placed in two experimental and control groups. The measurement tools of this research were 4 tools, the Wechsler's Intelligence Scale (1939), the Sawari and Orki Concentration Questionnaire (2015), the Accuracy Test (Toulouse-Piron Line Drawing) (1911) and Rosvold et al.'s Continuous Performance Scale (1956) (CPT). At the inferential level, Cronbach's alpha was used to check the reliability of the questionnaires and parametric statistics, t-test for independent groups and covariance analysis were used to check the status of the variables and the research hypothesis. The basis of the analysis results in this research was the use of SPSS version 26 software.

The results of the research showed that non-verbal memory training the level of accuracy and concentration of primary school students in Kerman, However, the effect of non-verbal memory training on the level of accuracy and concentration of male and female elementary school students in Kerman was not different.

It can be concluded that non-verbal memory training is better than the traditional method of education for increasing the level of accuracy and concentration of primary school students in Kerman. Active learning is more effective in teaching students to learn skills. Non-verbal memory is one of the important skills in developing the accuracy and concentration of primary school students. By improving non-verbal memory, students can do the best possible performance in their various cognitive activities and benefit from the learning process and their personality development in the best way