The Effects of Using Computer-Assisted Instruction on Multiplication Word Problems for the Junior High School Students with Mild Mental Retardation

• Main Authors: Yu-Hsuan Chen, 陳育萱
• Other Authors: Ching-Yun Yeh, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/55013399472030127916

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 96 === The purpose of the study was to explore the effects of using computer-assisted instruction on the multiplication word problem solving. Four types were included: equal groups, multiplication comparison, rectangular area and cartesian product of multiplication word problems. The problem-solving steps were referred from Mayer’s (1992) problem-solving process. It included reading, understanding of questions, drawing schema diagrams, displaying equation, calculation, and checking. The multiple probe design across subjects was used to execute and analyze of treatment effects. The subjects were three third-grade junior high school students with mild mental retardation in the self-contained special education class in Taichung City. Data were analyzed by visual analysis, graphic display, C statistic and interview. The results of this study were as following: 1. After teaching-experiment, all of the three subjects had significantly progress on solving all types of multiplication word problems and kept maintaining the results. 2. After teaching-experiment, all of the three subjects had significantly progress on solving equal groups, multiplication comparison, rectangular area and cartesian product of multiplication word problems and kept maintaining the results. 3. Results from interview of the subjects’ class teacher indicated that the performances of the subjects for multiplication word problem solving did generalize to the students’ daily life. According to the results, the author proposed suggestions for further research on teaching problem solving strategies for the junior high students with mild mental retardation.