The Effect of Hypermedia-based Math Instruction on the Basic Whole Number Addition Skills of Children with Developmental Disabilities
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참고문헌
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초록
본 연구는 학습장애 아동 6명과 정신지체장애 아동 7명의 기초적인 정수 덧셈 기술에 대한 하이퍼미디어 수학 교수의 효과에 대하여 조사하였다. 실험 대상자간 중다 간헐 기초선 설계가 사용되었고 연구는 기초선, 중재, 중재 후 단계로 진행되었다. 기초선 동안에는 연구대상의 최초 덧셈 기술을 측정하여 평가하였다. 중재 단계에서는 그들에게 하이퍼미디어에 기반을 둔 수학 교수법을 사용하여 가르쳤다. 각 유형의 교수가 끝날 시점에 일반적인 시험지(연필과 종이로 하는 것)를 학생들에게 주었다. 중재 후 단계 동안에는 하이퍼미디어에 기반을 둔 교수 없이 일반적인 시험을 주었다. 결과는 모든 13명의 학생들에게 있어 그들의 정수 덧셈 기술에서 의미 있는 향상이 증명되었고 한주동안 그 기술을 유지할 수 있었다. 이러한 발견은 컴퓨터 보조 교수와 촉각-시각-추상적 전략의 효율성에 대한 선행연구와 일치한다. 이 연구는 또한 교육적 환경에서 컴퓨터 사용에 대한 선생님의 역할의 중요성을 뒷받침 한다.
Abstract
This study investigated the effectiveness of hypermedia-based math instruction on the basic whole number addition skills of 6 children with learning disabilities and 7 children with mental retardations. A single subject multiple probe baseline design across subjects was used and the study was conducted in three phases: baseline, intervention, and post-intervention. During the baseline, the subjects were assessed to measure their initial addition skills. In the intervention phase, they were taught using hypermedia-based math instruction. At the completion of each type of instruction, specific and general pencil-and-paper posttests were given to the students. During the post-intervention phase, a general posttest was given without hypermedia-based instruction.The results indicated that all 13 students demonstrated significant improvements in their whole number addition skills and were able to maintain the skills for one week. These findings were consistent with previous research on the effectiveness of computer-aided instruction and the Concrete-Representational-Abstract strategy. The study also supports the importance of the teacher’s role in using computers in the educational setting.
참고문헌 (18)
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