An Experimental Study of the Effects of Direct Instruction and Curriculum-based Measurement Model on Mathematics Underachievers in an Elementary School

• Main Authors: xiefanghui, 謝芳蕙
• Other Authors: 朱慧娟
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/47967400857968652744

碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 89 === The purpose of the study was to examine the effects of the Direct Instruction on the learning of mathematics underachievers in an elementary school. A multiple-baseline design across individuals was employed in this study. Three four-grade subjects participated in this study. The controlling variable was the implementation of the Direct Instruction. The dependent variables measured were the scores of CBM by the students. The experimental design has three phases. The data collected were analyzed by using visual analysis, graphic display and C statistic. The results of this study were as follows: 1.All of the three subjects had significantly higher CBM scores during intervention phase than baselines. 2.During maintenance phase, all of the three subjects maintained their CBM scores as intervention phase. Finally, this study offered suggestions to instruct and measure mathematics underachievers in the elementary school, and to the subsequent researches concerning mathematics underachievers in the elementary school.