| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 107 === Some studies have shown that students with learning disabilities who have low self-efficacy, because of their poor learning experience and less of learning motivation. In the light of this, the studies of assistive technology found using techology can make the students with learning disabilities conduce to their motivation and lead to influence self-efficacy. In this research, three students with learning disabilities were chosen as the research objects. The interactive response system （IRS） was used in the mathematics class in the resource room to influence the self-efficacy situation and effectiveness. The research method took up single subject A-B-A experiment design. The teaching processes based on the function of the IRS system were used as the independent variables. The course ended with "Self-Efficient Table for Middle School Students" were used as the dependent variables. In addition, informal interviews were conducted to understand the factors that influence students' self-efficacy factors.
The study found that the use of IRS could improve immediate effects self-efficacy of academic performance and without maintenance effects. Most of the self-efficacy of career development had improved and maintenance effects. Interpersonal self-efficacy had improved but not significant. Most of the self-efficacy of physical fitness performance had immediate effects but not significant. Overall, the immediate effects on self-efficacy of middle school students with learning disabilities had improved.
Informal interviews also found that self-efficacy was influenced by students’ health, conditions of curriculums, studying habits, social skills, and family backgrounds.
|
|---|
