Parents' perceptions of kinesthetic learning and academic performance among students with attention deficit hyperactivity disorder

Abstract

Students with attention deficit hyperactivity disorder (ADHD) struggle academically more than students without ADHD. Although kinesthetic learning, a motor and tactile style of experiential learning, has been found to benefit students generally, parents’ perceptions of it as an educational intervention for students with ADHD has not been examined. The purpose of this qualitative study was to explore parents’ perceptions of kinesthetic learning and academic performance among students with ADHD. The experiential learning theory, which posits that learning occurs through experience, was the theoretical framework for the study. Eleven parents participated in an open-ended question interview ranging from 7 to 22 minutes. Interview transcripts were analyzed and coded until data saturation was achieved. Two themes emerged from the data analysis. Theme 1 was participants’ perception of kinesthetic learning as valuable, impactful, and generally accommodating to their child with ADHD. Theme 2 was participants’ perception of kinesthetic learning as influencing academic performance through parental guidance, interaction with specialists, use of fidget tools, and participation in kinesthetic and classroom activities, as well as by impacting focus, work completion, movement, comprehension, retention, behavior, focus, enjoyment, engagement, and confidence. The findings suggest that kinesthetic learning is a practical approach to bolster the academic performance of students with ADHD. Providing students with ADHD kinesthetic learning strategies in academic settings may promote positive social change by potentially reducing in-class reprimands, increasing self-esteem and confidence, fostering more engagement, and improving academic performance, among other things.