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The problem
Intervention: Behavioural classroom management delivered through either explicit, co-created class rules or structured daily routines, compared with conventional instruction
Who it was tested with: 216 upper primary pupils identified with ADHD behaviours in 12 public primary schools in Obio-Akpor LGA, Rivers State, Nigeria.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"quasi-experimental pretest-posttest non-equivalent control group design" - this includes a comparison group that did not receive the intervention, so it fits the experimental tier (quasi-experimental) even though groups were not randomised.
Non-random assignment of intact groups; uneven group sizes; researcher-developed instrument; no follow-up reported; ADHD identified by behaviours; single local government area.
Across countries and designs
1 study · 1 country
