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Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2011

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Department of Learning, Technology and Leadership Education

Abstract

The purpose of this study was to investigate the impact of instructional methods and learning environments on the training, development, and success of employees with Attention Deficit Hyperactivity Disorder (ADHD). In this study, instructional methods refer to the variety of educational learning options that trainers can use to facilitate learning. Past research indicates that employees with ADHD are more successful when trainers understand their learning needs, use sound instructional design practices, and provide creative learning environments and structured activities. The researcher conducted a survey of employees from Bridgewater College, Eastern Mennonite University, and James Madison University who were formally diagnosed with ADHD. This survey was followed by interviews of two employees with ADHD from James Madison University. The researcher analyzed the data using quantitative and qualitative methods. Results indicated that the instructional method has a minor impact on learning, whereas the learning environment and instructional strategies greatly affect the learning and development of the employee with ADHD.

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