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The Efficacy of Instructional Methods on Mathematical word problem solving of students with cognitive disabilities : a Meta-Analysis

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(1), pp.413-437
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Kim Youngpyo 1 Shin, Hyunki 1

1단국대학교

Accredited

ABSTRACT

Because aquisition and strengthening of mathematical word problem solving competence is very important educational objectives to students with disabilities as well as students without disabilities, Instructional methods of 63 theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities were synthesized as the groundwork to know which method is most effective among various instructional methods to achieve this goal by meta-analysis. For satisfying this purpose, We got every theses for a degree(intervention studies) performed in Korea on mathematical word problem solving competence of student with disabilities via online search and analyzed their independent variables to know their instructional methods and selected all of group intervention(20) from them. then, We meta-analyzed their effect sizes.As a result, We classfied them ten subtypes[cognitive and metacognitive problem solving strategy instruction studies(20), self-instruction studies(15), representation technique instruction studies(6), Yun-Ok Kim(2001)'s Problem solving strategy instruction studies(6), Polya's model instruction studies(5), CAI studies(4), SQ3R reading comprehension strategy studies(3), and other three subtypes(4)]. Mean effect size of three instructional methods(cognitive and metacognitive problem solving strategy instruction, self-instruction, and Polya's problem solving model instruction) was 1.01. and Self-instructional methods are most powerful so as to strengthen mathematical problem solving ability of students with cognitive disorder.Therefore, It is necessary to perform more deeply involved research about how correlated characteristics of instructional methods are and how different their effects are by moderators for performing evidence-based intervention.

Citation status

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