Abstract
This study seeks to verify the effect of direct instruction strategy on Math achievment of students with learning difficulties in the fourth and fifth grade levels and measure the improvement in their attitudes to Mathematics. Sample consisted of sixty (60) students with Math learning difficulties attending 4th and 5th grade level resource rooms recruited from six School Districts within the metropolitan Directorate of Education. Participants were randomly assigned to control (N=30) and experimental (N=30) groups. Experimental students received training on basic Math skills using the Direct Instruction Strategy, whereas the control groups students were taght traditionally. Achievement test were built to measure basic mathematical skill among fourth and fifth grade students as a pre-test and post-test and validity and reliability coefficients were secured. To measure student attitudes to mathematics, attitudes to mathematics scale was developed and tested for validity and reliability. The achievement test was administered as pre-test and post-test, Results from the statistical analysis indicated a perceived effect of the direct instruction strategy on basic skills achievement of fourth and fifth grade students with learning difficulties and improved their attitudes to mathematics. To identify basic skills achievement level of fourth and fifth grade students.
Highlights
As a field of research, learning difficulties witnessed rapid developments and far-reaching in the interpreting theorization of such disability, which yielded many instructional strategies aiming at improving academic achievement of students with learning disabilities
This longitudinal study lasted six years supported the effectiveness of direct instruction strategy when used in sequenced, definite and organized way synchronized with the feedback and direct reinforcement of correct responses regarding basic mathematical, reading and language skills
First: Are there statistically significant differences among mean scores of students with learning difficulties on the mathematics post-test attributed to teaching method?
Summary
As a field of research, learning difficulties witnessed rapid developments and far-reaching in the interpreting theorization of such disability, which yielded many instructional strategies aiming at improving academic achievement of students with learning disabilities. Behavioral psychology is one of the disciplines that that provide meaningful theorization to explain learning disabilities, cast light on the nature of problems encountered by learners, provide basis on which to diagnose, evaluate and treat mathematics learning difficulties and suggest appropriate teaching methods. Approaches have been taken in teaching students with learning difficulties, including direct instruction, explicit learning, and task analysis, where teachers take a frank position regarding what definite skills they should teach, and move step-by-step with learners when they teach them a definite skill rather than leave them to their own experience This approach provides students with problem solving models, offers the support they need and allow them the opportunity to practice what they have learned over different learning stages (Lerner, 2000; Mercer, 2003)
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