Comparing Effects of Two Grouping Conditions to Teach Algebraic Problem-Solving to Students with Mild Disabilities in Inclusive Settings
1 online resource (113 pages) : PDF
University of North Carolina at Charlotte
This study compared two grouping conditions (Direct Instruction vs. an instructional package containing Direct Instruction, Peer Assisted Learning Strategies, and self-monitoring) on 6th and 7th grade special education students' abilities to solve algebraic equations in inclusive settings. Results show that there were no differences between experimental and comparison groups based on students' abilities to independently solve one-step equations. In addition to these findings, it was also suggested that students in both 6th and 7th grade levels had similar growth on posttests after ten days of instruction (with 7th graders scoring one point higher). Results indicated that students in experimental groups had higher retention rates than students in comparison groups for up to two weeks after instruction had ended. Finally, results suggested that there were no statistically significant differences in groups' abilities to generalize strategies to more complex problem solving; students in both treatment conditions scored approximately eight points higher on posttest measures for solving two-step algebraic equations.
Pugalee, DavidBeattie, JohnFlowers, ClaudiaSwayne, Linda
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.