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A Study of a Building-Blocks Test for Problem Solving Ability for Students with Disability

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(1), pp.261-280
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Cho, Yong-Kong 1 Nam, Yun-Sug 2

1경산자인학교
2위덕대학교

Accredited

ABSTRACT

This research is based on the ‘Building-blocks’ unit from the High School Mathematics Curriculum for Special Education, through which the building-blocks test tools were produced and applied to the learning of students with special needs, in order to receive the results of students’ achievement standards and effective methods of teaching them. Firstly, there was a thorough analysis on the building-blocks unit, from which five sections were extracted and each section had three levels of two questions, making the total of six. The test was done by 110 students from four special education schools and eight special classes, with 17 teachers supervising them. The test results showed that the average percentage of correct answers is 54 per cent; there were A, B, C and D parts in the test, (A. ‘building as examples’, B. ‘counting number of blocks used’, B. ‘finding identical buildings’, D. ‘building as shown in pictures’, E. ‘building knowing the numbers of blocks’), and the percentages of correct answers were 78.33%, 65.83%, 45.17%, 37.50% and 43.17%, respectively. As shown in the statistics, the students had high level of building-blocks problem solving ability in part A, ‘building as examples’, and part B, ‘counting number of blocks used’, and had relatively low marks in the rest of them. The students in the eight special education classes had relatively high achievement standards as a result, and overall, they showed higher achievement levels in the order of A, B, and C. The gender and the type of disability of the students also showed differences, but in most of the sections, they were very marginal.

Citation status

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