| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 99 === The main purpose of this study was to compare the effects between interactive whiteboard instruction and direct instruction methods for elementary school students with moderate intellectual disabilities on learning fraction. Three students with moderate intellectual disabilities were chosen from a public elementary school in Taoyuan county to participate in this study. A single-subject design using alternating treatment design was used to examine whether students can benefit better from interactive whiteboard instruction or direct instruction. A total of 16 instructional sessions were conducted throughout the entire research which consists of 12 intervention and 4 maintenance sessions. Instructional effects were assessed by analyzing quantitative and qualitative data. The former refers to participants’ scores on curriculum-based tests, whereas the latter refers to teacher reflection log as well as student interview. Visual analysis and Tryon’s C statistic methods were utilized to analyze students’ scores on tests. With respect to the reflection and interview data, key points were summarized and analyzed. Findings of the study showed that both interactive whiteboard instruction and direct instruction can help participants improve their fraction performance. Nonetheless, students demonstrated better performance after receiving interactive whiteboard instruction on both intervention and maintenance phases. Teacher reflection log revealed that students seemed to prefer interactive whiteboard instruction to direction instruction. Results of student interview showed the similar finding, indicating that students are more motivated to learn fraction under the interactive whiteboard instruction method. In summary, findings of the study indicated that compared to direction instruction, interactive whiteboard instruction can assist students with moderate intellectual disabilities in improving their fraction performance better. Based on the results of this study, suggestions were further provided for educators and prospective researchers who intend to conduct similar research.
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