| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育研究所 === 87 === A Study of the Effects of Direct Instruction to Arithmetic Underachievers in the Elementary School
The purpose of the study was to explore how the Direct Instruction is effective to
the arithmetic underachievers in the elementary school. The research samples were as
follows. (1) The sample size was 719 students. (2) The sample for the analysis of
error patterns in arithmetic includes 50 arithmetic underachievers and 50 general
students as the randomized block design. (3) The experimental group included 25
underachievers, and the control group included 25 underachievers. The
methodologies utilized in this study included: (1) "The elementary school sequencing
ability test" and (2) the arithmetic achievement test for the senior students in the
elementary school. The data was analyzed by means of "linear regression
equation," "Chi-square test," "Wilcoxon matched-pairs signed-ranked test," and
"one-way analysis of covariance."
We induced the main research findings as follows from the syntheses of all
analyses and discussions:
I. Arithmetic underachievers' basic error patterns:
(1) The difference of error patterns in problem solving between arithmetic
underachievers and general students revealed the statistical level of significance.
(2) Arithmetic underachievers had some problems in arithmetic learning, such
as the square measure of pictures (e.g. triangle or quadrilateral) , the addition and
subtraction of fraction, a rough estimate, vertical graphs, and the decimal system.
(3) Besides, arithmetic underachievers also had other difficulties in learning
arithmetic. (a) They do not have concepts about triangle and quadrilateral. (b)
Their concept about "planting trees" was not clear. (c) When adding and subtracting
fractions with different numerators one another, they do not considered reduction of
a fraction to a common denominator. (d) The decimal system seemed not easy to them.
(e) They were not familiar with the triangle axiom.
II. The effects of Direct Instruction
The Direct Instruction experimented in this study did not reveal the statistical
level of significance.
Finally, this study offered suggestions to instruct and help arithmetic
underachievers in the elementary school, and to the subsequent researches concerning
the elementary school students' arithmetic underachievement.
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