CHOSUN

자기교시훈련이 수학 학습장애 위험학생의 문장제 문제해결능력에 미치는 효과

Metadata Downloads
Author(s)
김복임
Issued Date
2004
Abstract
The purpose of this study was to investigate the effects of a self-instruction program on improving the ability to solve mathematical word problems among students at risk for math learning disabilities. This study was conducted following a multiple probe design across the subjects. The subjects were one boy and two girl students, eighth graders at a middle school in Gwangju metropolitan city, with their Iqs in range from 70 to 82. They were selected as the participants because they were ranked below the lower five percentile among the total enrollment of 320 students on math tests for the first and second semesters during their seventh grade. They also showed two years' delay in the math area of the Basic Learning Aptitude Test.
The researcher developed a self-instruction program in which students were trained to use self-instruction strategies for acquiring fraction-related word problems. She implemented it from June 8 to September 13, 2004, according to the multiple probe design across the subjects. The dependent variable was the number of the 18 mathematical word problems correctly solved by each subject during each session in the baseline, intervention, and maintenance phases, respectively. The mean interrater agreement was 99.5% at baseline, 98.7% at intervention, and 98.1% at maintenance phases.
The data showed that the self-instruction program had the effects on the subjects' acquiring and maintaining the skills to solve fraction-related word problems at the level of fourth- and fifth-grade. This study discussed the implications of the findings for future research and practice in special education.
Alternative Title
The Effects of a Self-Instruction Training on the Mathematical Word Problem-Solving Ability of Student at Risk for Math Learning Disabilities
Alternative Author(s)
Kim, Bok-Im
Affiliation
조선대학교 교육대학원
Department
교육대학원 특수교육
Advisor
김영일
Awarded Date
2005. 2
Table Of Contents
목차
표목차 = ⅲ
그림목차 = ⅲ
ABSTRACT = ⅳ
Ⅰ. 서론 = 1
1. 연구의 필요성 및 의의 = 1
2. 연구목적 및 연구문제 = 3
3. 용어의 정의 = 3
Ⅱ. 이론적 배경 = 5
1. 학습장애 = 5
1) 학습장애 정의 = 5
2) 판별기준 = 7
3) 학습장애아의 수학학습에서의 특성 = 8
2. 자기교시훈련 = 10
1) 자기교시이론 = 10
2) 자기교시훈련의 일반적인 절차 = 14
3. 자기교시훈련의 효과에 관한 선행연구 = 15
1) 자기교시훈련의 일반적 효과 = 15
2) 자기교시훈련이 수학학습에 미치는 효과 = 17
Ⅲ. 연구 방법 = 21
1. 연구설계 = 21
2. 연구대상 = 22
1) 선정기준 및 절차 = 22
2) 연구대상자의 기본 정보 및 특성 = 23
3. 자기교시훈련 프로그램 = 25
1) 프로그램 개발 = 25
2) 자기교시훈련 프로그램 내용 = 30
4. 종속변인 = 34
1) 조작적 정의 = 34
2) 채점자간 신뢰도 = 36
5. 실험절차 = 36
1) 기초선 단계 = 37
2) 중재 단계 = 38
3) 유지 단계 = 39
Ⅳ. 결과 및 논의 = 41
1. 결과 = 41
1) 자기교시훈련의 효과 = 41
2) 자기교시훈련 효과의 유지 = 42
2. 논의 = 45
Ⅴ. 결론 및 제언 = 48
1. 결론 = 48
2. 제언 = 49
참고 문헌 = 50
부록 = 52
Degree
Master
Publisher
조선대학교 교육대학원
Citation
김복임. (2004). 자기교시훈련이 수학 학습장애 위험학생의 문장제 문제해결능력에 미치는 효과
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4328
Appears in Collections:
Education > Theses(Master)(교육대학원)
Authorize & License
  • AuthorizeOpen
Files in This Item:
  • There are no files associated with this item.

Items in Repository are protected by copyright, with all rights reserved, unless otherwise indicated.