Comparison of the Differences between the Students with Learning Disabilities and the Normals in Metacognition and the Solving Problem Process

• Main Authors: Chiu-yu Tsai, 蔡久瑜
• Other Authors: Shiang- Liang Shyu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/70218293154402585666

碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 91 === The purpose of this study is to understand the comparison of the differences between the students with learning disabilities and the normal students in metacognition and the solving problem process. This study chose 30 students with learning disabilities and 30 normal students from five junior high schools in Kaohsiung City as the study samples. The researcher divided them into three groups：15 students with learning disabilities and high Chinese accomplishment、15 students with learning disabilities and low Chinese accomplishment and 30 normal students. They did “Metacognition Inventory” and ” the test on Math of the basic competency test for junior high school students” , Our findings are as followings： Ⅰ. Quantity─about ” Metacognition Inventory” and ” the test on Math of the basic competency test for junior high school students” 1. There are marked differences between the general records of the students with learning disabilities and the normal students. 2. The general records of the two groups of students with different types of learning disabilities do not show marked differences. 3. The learning disabled students’ general records of the data list of the Metacognition Inventory and the test on Math of basis competency test for junior high school students reveal that both have no marked relations with each other. 4. The normal students’ general records of the data list of the Metacognition Inventory and the test on Math of the basic competency test for junior high school students reveal that both have evident positive relations with each other. Ⅱ.Quality─about the solving problem process 1. Analysis of comparison between the process of answering questions in the test of the students with learning disabilities and the normal students： (1)The similar points：The two groups of students have all experienced, at the same time, the process of reading、analysis and exploration when answering the questions in the test. They can read the subjects by their own, and have basically no trouble realizing the direction of answering questions. Yet, the greatest difficulty for them is to answer the question of the to-check-on list (the number 4 of the questions of “making voice to think”). (2)The different points：The students with learning disabilities mostly start the answers to the questions in the test soon after they finish reading. They read、analyze and explore the questions only once and thus can not see and understand clearly the mutual relations among the conditions. Therefore, they may make mistakes in the course of the enumerations. Moreover, some weaknesses of the students with learning disabilities were often overlooked by themselves.They also show clear impatience with answering the questions. 2.Analysis of comparison between the process of answering questions in the test of one group of students with different types of learning disabilities： （1）The similar points：Both of the two groups of students read、analyze and explore every question only once and then make the answer rapidly. It show that the meaning with the mutual relations among the conditions provided is not understood sufficiently, revealing a lack of the preparatory knowledge. Their conceptions of math are unclear, even confused. （2）The different points：The group of the students with learning disabilities and high Chinese accomplishment can understand better the meaning of subjects in the test and further clear the direction of answering questions. Their thinking ways go with the steps of answering questions. Especially when they are not aware of the meaning of subjects in the test, they will repeat the reading and they may focus not just on the numbers while reading.