The Learning Efficiency of using computer-integrated schema strategy instruction for the Students with low mathematical achiever on Multiplication／Division Word Problems.

• Main Authors: YuWen,Fan, 范育文
• Other Authors: Shwu-Lin Lee
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/85243265058522857533

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === The purpose of this study was to explore the effects of using “computer-integrated schema strategy instruction” to solve Multiplication / Division Word Problems for the 5th-graders low mathematical achiever. The withdrawal design of single subject research (A-B-A’) was adopted in this research.Participants in the study were three 5-th with low mathematical achiever from a Taipei County elementary school . Experimental instruction of using computer-integrated schema strategy was conducted to explore the accuracy of multiplication／division word problems on immediate efficiency and maintenance efficiency. The independent variable was instruction of using computer-integrated schema strategy and the dependent variable was students’ scores of the multiplication / division word problems. Data were collected through the visual inspection method. Based on the data analysis of this study, the results are as follows: 1. Computer-integrated schema strategy instruction improved the immediate effect on multiplication／division word problems for all of the three subjects. The success rate still remains after the instruction. 2. Computer-integrated schema strategy instruction improved the immediate effect on the questions of equal groups for all of the three subjects. The success rate still remains after the instruction. 3. Computer-integrated schema strategy instruction improved the immediate effect on the questions of comparison, and the effects of this intervention on two of the three subjects were significant. 4. Computer-integrated schema strategy instruction improved the immediate effect on two-step word problems for all of the three subjects. The success rate still remains after the instruction. At last, in accordance to the study’s results and limits, concrete advices were brought up in order to be helpful in teaching and future researches.