| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 96 === The Effect of Self-Instruction Strategy on Addition And Subtraction Skills of Mildly Mental Retardation Children.
Abstract
The purpose of the study was to investigate the effects of self-instruction strategy on addition and subtraction skills of three elementary students with mildly mental retardation. The multiple-probe across subjects design of single subject research was adopted, while self-instruction strategy is taken the independent variable. The changes of addition and subtraction accuracy rate and the achievement of the self-instruction strategy were the dependent variables. This study included baseline, treatment and maintenance phases persisted for eleven weeks. The technique of visual inspection was applied to the data analysis. The data collection included scores for achieving the self-instruction strategy, the accuracy rate of addition and subtraction. Through charts and visual analysis, the major results of the research includes:
1. After the instruction given, these three subjects work better and more efficiently on the two-digit number addition and subtraction. Accessments giving in the following 2 weeks still carry a positive result. It shows that self-instruction strategy do bring up three subjects addition and subtraction ability.
2. These three subjects obtain a complete problem solving step after being instructed, which apply in their arithemetic performance. The results last for at least 2 weeks, which means the three subjects are able to learn self-instruction and maintain the outcomes.
3. After taking self-instruction, the subjects tend to predigest their oral respondence, yet not influence in addition and subtraction accurate rates. Both self evaluation and learning motivation are exalted. It says that students are able to adjust and develop their own ways of learning efficiently and effectively.
To sum it up, this study offered suggestions to instruct the elementary
school students with mildly mental retardation, and to provide researchers methods of teaching strategy on self-instruction.
Key words: self-instruction strategy, mildly mental retardation, addition and subtraction skills.
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