The effects of iPad with the Solve It! strategy instruction on one-step change problem of students with learning disabilities in 5th grade




Wang, Shih-Tui

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The Solve It! strategy instruction included sequenced scripted lessons through which elementary school students with learning disabilities are explicitly taught how to utilize cognitive routine and self-regulation approaches in the context of mathematics problem-solving. In addition, to reduce potential inert knowledge problem, decrease the anxiety, and motivate students in learning process, iPad/laptop was applied in the Solve It! strategy during the intervention. The purpose of the study was to examine the effects of iPad with Solve It! strategy on one-step change problem-solving of students with learning disabilities in 5th grade. A multiple-probe across subject design was used for this study. Three elementary school students with learning disabilities were recruited in experimental sessions (baseline, pre-intervention, intervention and maintenance phases) throughout a 13 weeks period. During the intervention phase, Once the first student reached 60% accuracy on schemas 1 and 2 (i.e., end unknown addition and end unknown subtraction) on mathematical computation test, the first student started to be intervened in schemas 2 and 3. The same procedure continued to the last two schemas. Participants moved to the maintenance phase when a minimum of two data points at or above 60% accuracy on mathematical computation test during the intervention. The findings revealed that the three participants’ performance significantly improved after they received Solve It! strategy. All three students achieved scores that exceeded the mastery level (60% accuracy) on the mathematical computation test during the intervention and maintenance phases. In addition, 100% of non-overlapping data for all of three participants showed significant changes on accuracy performance on one-step change problems after they receive Solve It! strategy instruction. The social validity data that examined student perspectives and satisfaction on iPad/laptiop with the Solve It! strategy showed the participants’ perspectives that Solve It! strategy was helpful to improve their one-step change problems performances and revealed the individuals’ positive attitude on their learning experience during the intervention.


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