Abstract
THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS By Kenya Collier Williams, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2015 Major Director: Kevin Sutherland, Ph.D. Professor, Special Education and Disability Policy School of Education Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.