The Learning Effects of Anchored Instruction Teaching for a Student With Learning Disabilities

• Main Authors: CHOU, LING-HSI, 周玲禧
• Other Authors: HUANG, CHIU-HSIA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/79011738066008971566

碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 105 === This study was shown that Anchored Instruction Teaching was effect for the subject in the overall mathematics word-problem solving performance (square, rectangle, cubes, cuboids, complex Mathematics). This study was used by a single subject with a withdraw design in order to collect the data and to analyze the effect size and error types. The following results were indicated: 1. There was both an immediate and maintaining effect in area including squares, rectangles, complex areas word-problem solving performance for the subject with learning disabilities by Anchored Instruction Teaching. 2. There was both an immediate and maintaining effect in volumes including cubes, cuboids, complex volumes word-problem solving performance for the subject with learning disabilities by Anchored Instruction Teaching. 3. In the baseline phase, types of error analyses were lacking of word-problem solving skills, formula misused, calculating error, mis-values, in the intervention and maintaining phases, error types were lacking of calculating error and mis-values. Overall the Anchored Instruction Teaching could improve the subject’s mathematical error in calculating error and formulate misused. AS a result, there was not only immediate effect but also maintaining effect, therefore, Anchored Instruction Teaching was an effective instruction for the subject, in addition, it not only could increase the subject’s learning motivation but also learning effect.