| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 103 === The purpose of this study was to investigate the learning effectiveness of structured teaching strategies in baking courses for students with mild intellectual disabilities. The single subject research across subjects with multiple baseline design was conducted in the study. Participants of the study are three senior high school students with mild intellectual disabilities. The independent variable were the structured teaching strategies and the dependent variable were learning outcomes of the baking courses demonstrated by students. The data were collected based on four phases: the baseline, the intervention, the maintenance, and the generalization. The visual analysis and the simplified time-series analysis were also used to analyze the effectiveness of the training. The process of the study was to investigate the learning effectiveness of the structured teaching strategies adopted on those four phases. Results of the study were as follows: First, the structured teaching strategies was effective on the acquisition in baking courses for the senior high school students with mild intellectual disabilities. Second, the structured teaching strategies was effective on maintaining the baking courses for the senior high school students with mild intellectual disabilities. Third, the structured teaching strategies was effective on generalizing in the baking courses for the senior high school students with mild intellectual disabilities. Finally, according to the results, this study provides some suggestions for schools, teachers and future researches.
|
|---|
