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[[alternative]]Direct Instruction (DI): Effects on the Mathematics Remedial instruction of the Elementary School Maths Resource Room Student

By [[author]]邵淑華, Shu-hwa [[author]]Shao, 邵淑華 and Shu-hwa Shao

Abstract

[[abstract]]The purpose of this study was to explore and discuss the effects of Direct Instruction(DI) on enhancing maths achievement and maths attitude for maths resourse room students. The participants were 8 third grade elementary students by dividing into an experimental an experimental and a comparison group. A teacher designed Maths Achievement Test, Fennema-Sherman Maths Attitude Test, Remedial Instruction Questionnaire and Direct Instruction Consumer Satisfaction Questionnaire were administered to subjects. An A-B-A single-subject experimental design were employed to examine the effects of Direct Instruction.The results indicated: 1. After receiving 5 weeks DI math instruction, three of the four experimental group students exceeded or approached the level of the comparison group students and the effects were maintained through maintenance phase, especially for multiplication and division aspects (including computations and word problems). 2. In Fennema-Sherman Mathematics Attitude Test, the experimental group produced better positive attitudes toward mathematics than before. In Remedial Instruction Questionnaire, after DI teaching, all experimental group subjects showed positive attitudes toward maths, especially in computation area. 3. Only one subject wasn't satisfied with the use of DI on solving word problem, the other students three students felt satisfactory about all aspects of DI. According to the results and research Implication, some suggestions for mathematics instruction and future studies were made in this study.

Topics: 直接教學法, 補救教學, 數學成效, Direct Instruction (DI), Remedial instruction, Maths achievement, [[classification]]22
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/11264
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