Reasoning Disorders Tests and School Success: A Study of the Correlation Between Tests, Reasoning Disorders and Success Rates in Affected Children in Morocco

Abstract

Early detection of reasoning disorders has become a national priority; however, despite concerted efforts, certain children still receive late diagnoses. Notably, this study found that children of Moroccan origin were more susceptible to delayed diagnoses. The primary objective of this research was to identify specific tests relevant to various types of reasoning disorders and to establish the correlation between diagnostic assessments for reasoning disorders and academic performance, using quantitative methods. The study employed a non-experimental, correlational research design. Furthermore, the following variables were taken into account: gender, disorders, and success rates. The sample consisted of 621 students from three schools (colleges) under the jurisdiction of the Bouskoura provincial government. Data collection was carried out by completing a questionnaire developed by speech therapists from GEPALM (Study Group on the Psychopathology of Logical-Mathematical Activities) and Cogi'Act (a research group dedicated to promoting speech therapy research). The collected data were analyzed using IBM SPSS Statistics 21 software. The results revealed a significant correlation (p-value = 0.013) between tests identifying different types of reasoning disorders and the percentage of academic success. The correlation was found to be of high intensity, accounting for 81.6% of all correlations. Additionally, various types of reasoning disorders exhibited significant correlations with the success rate, indicating a strong negative intensity (r = -0.816). The strength of the correlation varied depending on the specific relationship and the type of reasoning disorder. In conclusion, this study emphasizes the need for further research to fully comprehend the impact of reasoning disorders on academic success. Additionally, it highlights the necessity of effective and tailored educational interventions for each type of reasoning disorder.   Received: 16 December 2023 / Accepted: 19 April 2024 / Published: 5 May 2024