Comparing Effects of Two Grouping Conditions to Teach Algebraic Problem-Solving to Students with Mild Disabilities in Inclusive Settings

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Harris, A. (2009). Comparing Effects of Two Grouping Conditions to Teach Algebraic Problem-Solving to Students with Mild Disabilities in Inclusive Settings. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This study compared two grouping conditions (Direct Instruction vs. an instructional package containing Direct Instruction, Peer Assisted Learning Strategies, and self-monitoring) on 6th and 7th grade special education students' abilities to solve algebraic equations in inclusive settings. Results show that there were no differences between experimental and comparison groups based on students' abilities to independently solve one-step equations. In addition to these findings, it was also suggested that students in both 6th and 7th grade levels had similar growth on posttests after ten days of instruction (with 7th graders scoring one point higher). Results indicated that students in experimental groups had higher retention rates than students in comparison groups for up to two weeks after instruction had ended. Finally, results suggested that there were no statistically significant differences in groups' abilities to generalize strategies to more complex problem solving; students in both treatment conditions scored approximately eight points higher on posttest measures for solving two-step algebraic equations.

Details
Author

Harris, Amber

Title

Comparing Effects of Two Grouping Conditions to Teach Algebraic Problem-Solving to Students with Mild Disabilities in Inclusive Settings

Physical Description

1 online resource (113 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This study compared two grouping conditions (Direct Instruction vs. an instructional package containing Direct Instruction, Peer Assisted Learning Strategies, and self-monitoring) on 6th and 7th grade special education students' abilities to solve algebraic equations in inclusive settings. Results show that there were no differences between experimental and comparison groups based on students' abilities to independently solve one-step equations. In addition to these findings, it was also suggested that students in both 6th and 7th grade levels had similar growth on posttests after ten days of instruction (with 7th graders scoring one point higher). Results indicated that students in experimental groups had higher retention rates than students in comparison groups for up to two weeks after instruction had ended. Finally, results suggested that there were no statistically significant differences in groups' abilities to generalize strategies to more complex problem solving; students in both treatment conditions scored approximately eight points higher on posttest measures for solving two-step algebraic equations.

Genre

doctoral dissertations

Subjects--Topics

Special education
Mathematics

Degree

Ph.D.

Keywords

Algebra
Direct Instruction
Disabilities
Inclusion
Self-Monitoring

Subject Area

Special Education

Advisor(s)

Pugalee, David

Committee Members

Pugalee, David
Beattie, John
Flowers, Claudia
Swayne, Linda

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Harris_uncc_0694D_10017

Permalink

http://hdl.handle.net/20.500.13093/etd:1565