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the researcher made the decision touse a % coefficientof discrimination since thisleadstoa
good achievement test

Measuring Stability of the test using the equation of Kuder Richardson KR
ThecoefficientofStabilityoftheachievementtestwasmeasuredusingtheKR equation The
researcher chose this equation because it is the most commonly used with tests determining
one point for the correct answer and zerofor the incorrect answer An ANCOVA test wasused
to determine the differences between the modified averages of the experimental and
controllinggroupinthepost testaftercontrollingthepre achievement APairedSampleTest
was used to determine the differences between the averages of the pre and post
measurement of the experimentalgrouponanattitudescale η wasusedtomeasurethesize
of the effect of using ART to improve the abilities of students with learning disabilities and their
attitudes

According to KR Table, , the number of students in the lower group who got the
item correct has been subtracted fromthe number of students in the upper groupwho got the
item correct Then, the number of students in each group divided as follows

à Ù2 − Ùìà1 ∗ Ùìà2
(KR − 20) = à − 1 ( Ù2 )

NA Sum (s*k) (KR-20)
30 0.746 0.779 0.932

Table coefficient of stability of the achievement test using the equation of Kuder

Richardson This confirms that the test is stable
By compensating in the equation, KR

Results and discussion

The first hypothesis There are statistically significant differences in the level of

significance α ≤ between the modified averages of the experimental and controlgroupin

the post achievement in the remembering the level of students with learning disabilities for

grade four after controlling the pre achievement

Source of variationSquares Sum Freedom Squares F significance η2 Size of the
degrees average 1.452 0.312 effect
0.278 85.65 0.001 middle
Pre-test 0.278 1
83.349
Between the83.349 1
groups 0.898

Mistake 50.283 4

Total 133.91 6

Table The differencesbetweenthemodifiedaveragesofthetwogroupsinthepost
test in remembering levels after controlling the pre achievement

Table shows that there are no differences between the modified averages of the two
groups in the post achievement in remembering levels of fourth graders with learning
disabilities in Mathematics after controlling pre analysis