scholarly journals The Quality and Effect Size of Mathematics Intervention Studies for Students with Learning Disabilities or with Underachievement - Analysis of Quasi Experimental and Experimental Studies -

2019 ◽  
Vol 12 (4) ◽  
pp. 185-209
Author(s):  
추연구 ◽  
Yun Min-young ◽  
Kim Byeong-ryong
Keyword(s):  
Learning Disabilities ◽  
Effect Size ◽  
Intervention Studies ◽  
Experimental Studies ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Quasi Experimental

Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

2017 ◽  
Vol 84 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Asha K. Jitendra ◽  
Amy E. Lein ◽  
Soo-hyun Im ◽  
Ahmed A. Alghamdi ◽  
Scott B. Hefte ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Group Design ◽  
Mathematics Difficulties ◽  
Quasi Experimental ◽  
And Mathematics

This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies containing 20 independent samples met study inclusion criteria. Results of a random effects model analysis indicated that mathematical interventions influence mathematics outcomes ( g = 0.37, 95% confidence interval [0.18, 0.56]) for students with learning disabilities and mathematics difficulties. In addition, instructional time moderated the relation between mathematics interventions and student learning. Limitations of the study, future directions for research, and implications for practice are discussed.

Implementation Fidelity and the Design of a Fractions Intervention

2019 ◽  
Vol 42 (4) ◽  
pp. 217-230 ◽  
Author(s):  
Lindy Crawford ◽  
Barbara Freeman ◽  
Jacqueline Huscroft-D’Angelo ◽  
Sarah Quebec Fuentes ◽  
Kristina N. Higgins
Keyword(s):  
Learning Disabilities ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Implementation Fidelity ◽  
Learning Opportunities ◽  
Students With Learning Disabilities ◽  
Mathematics Intervention ◽  
Tier Ii ◽  
Higher Order Learning ◽  
And Mathematics

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and mathematics education. Four steps undertaken in the development of a Tier II fraction-based mathematics intervention designed to improve the conceptual understanding of students with learning disabilities or difficulties are described in this article: (a) articulation of a logic model, (b) delineation of intervention components, (c) analysis of reliability data related to implementation fidelity, and (d) pilot testing to measure implementation fidelity and student outcomes. Results of the pilot study demonstrated no significant effect for the component of technology; however, significant pre–post differences were found in the performance of all groups on their conceptual understanding of fractions as numbers.

Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching

2012 ◽  
Vol 82 (3) ◽  
pp. 300-329 ◽  
Author(s):  
Erin Marie Furtak ◽  
Tina Seidel ◽  
Heidi Iverson ◽  
Derek C. Briggs
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Science Teaching ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Science Education Reform ◽  
Quasi Experimental ◽  
Meta Analyses

Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in meta-analyses is also discussed.

scholarly journals Differences Between Traditional and Distance Education Academic Performances: A Meta-Analytic Approach

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Mickey Shachar ◽  
Yoram Neumann
Keyword(s):  
Distance Education ◽  
Effect Size ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Traditional Group ◽  
Course Grades ◽  
Quasi Experimental ◽  
The Mean ◽  
Education Academic ◽  
Education Courses

<P class=abstract>This meta-analysis research estimated and compared the differences between the academic performance of students enrolled in distance education courses relative to those enrolled in traditional settings, as demonstrated by their final course grades/ scores within the 1990-2002 period.<BR> <BR> Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: (1) in two thirds of the cases, students taking courses by distance education outperformed their student counterparts enrolled in traditionally instructed courses; (2) the overall effect size d+ was calculated as 0.37 standard deviation units (0.33 < 95% confidence interval < 0.40); and (3) this effect size of 0.37 indicates the mean percentile standing of the DE group is at the 65th percentile of the traditional group (mean defined as the 50th percentile). </P>

scholarly journals Problems of Teaching Phonological Awareness to Learning Disabilities Students

2021 ◽  
Vol 23 ◽  
pp. 135-149
Author(s):  
Mohamad Ahmad Saleem Khasawneh
Keyword(s):  
Learning Disabilities ◽  
Phonological Awareness ◽  
Instructional Program ◽  
Special Education Teacher ◽  
Experimental Methodology ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed at identifying the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in the Directorate of Education in the Aseer region. The sample was diagnosed by the special education teacher as having learning disabilities. The study used the quasi-experimental methodology and divided the sample into an experimental group and a control group. After applying the instructional program, the results showed that the experimental group outperformed the control group in acquiring the phonetic sequential-memorization skill. The results showed no statistically significant differences in the phonetic sequential-memorization skill due to the difference of grade. It is concluded that the instructional program has a continuing effect in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region.

Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 165-179 ◽  
Author(s):  
Paula E. Lancaster ◽  
Jean B. Schumaker ◽  
Sean J. C. Lancaster ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Secondary Level ◽  
Students With Learning Disabilities ◽  
Test Taking ◽  
Competency Testing ◽  
Quasi Experimental ◽  
Test Taking Strategy ◽  
Current Emphasis

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies.

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