자기조절, 도식기반, 직접교수전략이 수학 학습부진아의 수학 문장제 해결력과 학습태도에 미치는 효과 비교

Abstract

The purpose of this study was to investigate the relative effectiveness of self-regulated, schema-based, and direct instruction strategies on word problem solving skills and learning attitudes toward mathematics of students with math difficulties enrolled in a after-school math programs. 16 teachers and 64 students with math difficulties participated in the study. A quasi-experimental design without control group was utilized. Each group received the one of self-regulated, schema-based, and direct instruction strategies. Each group received over 15 session intervention and the relative effectiveness were compared and analysed. Measures included academic achievement test scores as well as self-report questionnaire scores to analyze learning attitudes toward mathematics. For the analysis, repeated measure ANOVA was employed with SPSS 20.0. The results were presented as follows: First, the repeated measure ANOVA results indicated that all types of intervention strategies were effective based on pre- and post- academic achievement tests. However, there was no statically significant interaction effects between time and types of intervention strategy. Similarly, there was no statically significant interaction effects between time and types of intervention strategy based on problem difficulty. On the contrary, there was statically significant interaction effects in compare type problem. Direct intervention strategy show relatively much improvement in post-test compared with the other two groups such as self-regulated and schema-based intervention strategies. Second, regarding students learning attitude toward mathematics, three types of intervention strategies were effective in enhancing their positive learning attitudes toward mathematics in pre- and post- tests. However, there was no statically significant interaction effects between time and types of intervention strategies. The overall results of this study suggest that all types of intervention strategies were effective. However, direction intervention strategy was more effective than the others. The results of this study could be useful when deciding more effective and appropriate intervention strategies for students with math difficulties.