Publication: Development of mathematics learning management program on fractions for junior high school students with learning disabilities
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Issued Date
2022
Resource Type
Language
eng
File Type
application/pdf
ISSN
24523151
Rights Holder(s)
มหาวิทยาลัยศรีนครินทรวิโรฒ
Bibliographic Citation
Current Issues in Molecular Biology. Vol 44, No.11 (2022), p.5427-5439
Suggested Citation
Krutnak P., Mitranun C., Boonyakan T. Development of mathematics learning management program on fractions for junior high school students with learning disabilities. Current Issues in Molecular Biology. Vol 44, No.11 (2022), p.5427-5439. doi:10.34044/j.kjss.2022.43.4.10 Retrieved from: https://hdl.handle.net/20.500.14740/9123
Author(s)
Abstract
This research aimed to develop a mathematics learning management program on fractions for junior high school students with learning disabilities. The study followed two phases: phase 1, development of the program; and phase 2, trials and improvement of the program. Eight informants were involved in phase 1, who are considered experts, comprising scholars in math, special education, curriculum and instruction, assessment, and education management, with insights also provided by focus groups and content analysis. The program was trialed in phase 2 with 10 junior high school students with learning disabilities from model schools that took part in the inclusive classrooms initiative of the Office of Secondary Educational Service Area, Bangkok Metropolitan Administration, using purposive sampling. The research instruments included: (1) a mathematical learning disorders diagnostic test on fractions; (2) the mathematics learning management program on fractions; and (3) interview recording. The statistics used for data analysis were content analysis and basic statistics. The results were: (1) a mathematics learning management program on fractions for junior high school students with learning disabilities, consisting of program objectives, program features, program participants, learning activities, and measurement and evaluation; and (2) a demonstration of the program efficiency, with (E1 /E2) yielding scores of 81.40/86.80. The post-training scores of the participating students were higher than their pre-training scores, showing they had better math proficiency with fractions after participating in the program. The effectiveness index (EI) of 0.78 indicated that 78 percent of the students with learning disabilities acquired higher math abilities. © 2022 Kasetsart University.