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The Effects of Instructional Interventions on the Academic Achievement of Students with Mathematical Learning Difficulties

Year 2021, Volume: 22 Issue: 4, 1025 - 1055, 01.12.2021
https://doi.org/10.21565/ozelegitimdergisi.713496

Abstract

Introduction: The aim of this study is to make an up-to-date and detailed analysis by synthesizing different types of primary studies that examine the effect of instructional interventions for students with mathematical learning difficulties on academic achievement.
Method: Different types of studies that examine the effects of instructional interventions for students with mathematics learning difficulties on academic achievement were analyzed using meta-analysis method. The effect size values of the studies, the test of heterogeneity, publication bias and information about the moderator analysis were calculated using the CMA (Comprehensive Meta Analysis) statistical program.
Findings: The study revealed that intervention programs prepared for students with mathematical learning difficulties had a wide effect on the academic achievement levels of students (Hedge g = 0.764, %95 CI = 0.494-1.033).
Discussion: The overall effect size (0.764) obtained from the studies shows that instructional interventions have a positive effect on the mathematics performance of students with learning difficulties. It is seen that different instructional interventions have been developed in order to support these students. The instructional interventions support students in the process of learning mathematics, and continue to raise awareness on the learning difficulties. As a result, it can be stated that more instructional intervention studies are needed.

References

  • Ramaa, S., & Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with Dyscalculia among primary school school. Dyslexia, 8, 67–85.
  • Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 1–13.
  • Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3–18.
  • Cowan, R., & Powell, D. (2014). The contributions of domain-general and numerical factors to thirdgrade arithmetic skills and Mathematical learning disability. Journal of Educaitonal Psychology, 106, 214–229.
  • Karagiannakis, G., & Baccaglini-Frank, A. (2014). The DeDiMa battery: a tool for identifying students‟ mathematical learning profiles. Health Psychology Review, 2(4).
  • Geary, D. C. (1993). Mathematical disabilities: cognitive, neuropsychological, and genetic components. Psychological bulletin, 114(2), 345.
  • Mutlu, Y. (2016). The Investigation of the Effects of Computer Assisted Instruction Materials on the Number Perception Skills of Students with Dyscalculia, Doktora Tezi. Eğitim Bilimleri Enstitüsü. Erzurum.
  • Skagerlund, K., & Träff, U. (2014). Number processing and heterogeneity of developmental Dyscalculia: Subtypes With different cognitive profiles and deficits. Journal of Learning Disabilities, 49, 36–50.
  • Geary, D. C. (2017) Dyscalculia at an Early age. Encyclopedia on Early Childhood Development. Updated: November 2016. Butterworth, B. & Yeo, D. (2004) Dyscalculia Guidance. London: nferNelson.. Adler, B. (2009) What is Dyscalculia? http://www.dyscalculie.org/Publicaties/A%20Book% 20What%20is%20dyscalculia%20%20B%20Adler.pdf adresinden edinilmiştir. Emerson, J., & Babtie, P. (2010). The dyscalculia assessment. London: Continuum.
  • Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental psychology, 47(6), 1539.
  • Passolunghi, M. C., & Lanfranchi, S. (2012). Domain‐specific and domain‐general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63.
  • Gross‐Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine ve Child Neurology, 38(1), 25-33.
  • Karadeniz, M. H. (2013). Diskalkuli Yaşayan Öğrencilere İlişkin Öğretmen Görüşlerinin Değerlendirilmesi. E-Journal of New World Sciences Academy Social Sciences.
  • Sezer, S., & Akın, A. (2011). 6-14 Yaş Arası Öğrencilerde Görülen Matematik Öğrenme Bozukluğuna İlişkin Öğretmen Görüşleri. İlköğretim Online, 10(2).
  • Özyürek, M. (2010). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. (Ed. Akçamete, A.G. ). Kök Yayıncılık. Ankara.
  • Flanagan, D. P., & Alfonso, V. C. (2010). Essentials of specific learning disability identification (Vol. 82): John Wiley ve Sons.
  • Michaelson, M. T. (2007). An Overview of Dyscalculia: Methods for Ascertaining and Accommodating Dyscalculic Children in the Classroom. Australian Mathematics Teacher, 63(3), 17-22.
  • Olkun, S., Altun, A., Cangöz, B., Gelbal, S., & Sucuoğlu, B. (2012). Developing Tasks for Screening Dyscalculia Tendencies: E-Leader, Berlin.
  • Gifford, S. (2006). Dyscalculia: myths and models. Research in Mathematics Education, 8(1), 35-51.
  • Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: does one approach fit all?. Research in Mathematics Education, 14(1), 1-15. doi: 10.1080/14794802.2012.657436
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities: From identification to intervention: Guilford press.
  • Geary, D. C., & Hoard, M. K. (2005). Learning disabilities in arithmetic and mathematics. Handbook of mathematical cognition, 253-268.
  • Baker, G.,&Lee,D.-S. (2002).Asynthesis of empirical research on teaching mathematics to low-achieving students. Elementary School Journal, 103(1), 51–73. doi: 10.1086/499715
  • Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs. Remedial & Special Education, 24(2), 97–114. doi:10.1177/07419325030240020501
  • Kazım Küçükalkan, Mehmet Beyazsaçlı & Ayşegül Şükran Öz (2019): Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis, Behaviour & Information Technology, DOI: 10.1080/0144929X.2019.1597166
  • Minyi Shih Dennis et al., (2016). A Meta-Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties. Learning Disabilities Research & Practice, 31(3), 156–168
  • Card, N. A. (2011). Applied meta-analysis for social science research. New York: The Guilford Press. Büyüköztürk ve diğerleri, (2017). Bilimsel Araştırma Yöntemleri. Pegem Akademi
  • Huedo-Medina, T. B., Sanchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-anlaysis: Q statistic or I2 index?. Psychological Methods, 11(2), 193-206.
  • Xin, Y. P. & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32 (4), 207–225. doi:10.1177/002246699903200402
  • Wilson, D. B. (2009). Systematic coding. H. Cooper, L. V. Hedges, ve J. C. Valentine (Ed.), The handbook of research synthesis and meta-analysis içinde (2. bs., s. 159-176). New York: Russell Sage Foundation.
  • Arthur, W. Jr., Bennett, W. Jr. & Huffcutt, A. I. (2001). Conducting meta-analysis using SAS. Mahwah, NJ: Erlbaum.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. California: Sage Publications.
  • Orwin, R. G., & Vevea, J. L. (2009). Evaluating Coding Decisions. In H. Cooper, L. V. Hedges & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. & Rothstein, H. R. (2013). Meta analize giriş. (S. Dinçer, Çev.). Ankara: Anı.
  • Sutton, A. J. (2009). Publication bias. In H. Cooper, L. V. Hedges & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 435-452). New York: Russell Sage Foundation.
  • Copas, J.& Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262.
  • Sterne, J. A. C., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In H. R.
  • Rothstein, A. J. Sutton & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments. West Sussex, England: John Wiley & Sons, Ltd.

Matematik Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretimsel Müdahalelerin Öğrencilerin Akademik Başarılarına Etkisinin İncelenmesi

Year 2021, Volume: 22 Issue: 4, 1025 - 1055, 01.12.2021
https://doi.org/10.21565/ozelegitimdergisi.713496

Abstract

Giriş: Matematik öğrenme güçlüğü yaşayan öğrenciler bilişsel anlamda hiç öğrenememekten ziyade yavaş ve farklı öğrenen öğrencilerden oluşmaktadır. Öğrenme güçlüğü yaşayan öğrencilerin bireysel farklılıkları nedeniyle bu öğrencileri desteklemek amacıyla öğretimsel müdahaleler geliştirilmiştir. Bu çalışmanın amacı, matematik öğrenme güçlüğü yaşayan öğrenciler için oluşturulan öğretimsel müdahalelerin öğrencilerin akademik başarılarına etkisini inceleyen farklı türden birincil çalışmaları sentezleyerek, güncel ve ayrıntılı bir analiz çalışması yapmaktır.
Yöntem: Matematik öğrenme güçlüğü yaşayan öğrenciler için oluşturulan öğretimsel müdahalelerin öğrencilerin akademik başarılarına etkisinin incelendiği farklı türden birincil çalışmalar meta analiz yöntemi kullanılarak analiz edilmiştir. Çalışmalara ait etki büyüklük değerleri, heterojenlik testi, yayın yanlılığı ve ara değişken analizlerine ilişkin bilgiler, CMA (Comprehensive Meta Analysis) istatistik programı kullanılarak hesaplanmıştır.
Bulgular: Yapılan meta analiz çalışmasıyla matematik öğrenme güçlüğü yaşayan öğrenciler için hazırlanan müdahale programlarının öğrencilerin akademik başarı seviyelerinde geniş bir etkiye sahip olduğu tespit edilmiştir (Hedge g = 0.764, %95 CI = 0.494 - 1.033). Ayrıca yapılan ara değişken analizlerinde etki büyüklük değerlerinin çalışma değişkenlerinden müdahale türü ve tanılama ölçütlerine göre anlamlı düzeyde farklılaştığı; öğrenme alanına, uygulama süresi ve öğretim düzeyine göre ise bir anlamlılık ifade etmediği belirlenmiştir.
Tartışma: Araştırmaya dâhil edilen çalışmalardan elde edilen genel etki büyüklüğü (0.764), öğretimsel müdahalelerin matematik öğrenme güçlüğü yaşayan öğrencilerin matematik performansı üzerinde genel anlamda olumlu bir etkiye sahip olduğunu göstermektedir. Matematik öğrenme güçlüğü yaşayan öğrencilerin desteklenmesi amacıyla farklı öğretimsel müdahalelerin geliştirildiği görülmektedir. Geliştirilen öğretimsel müdahaleler, öğrencilere matematik öğretim sürecinde destek olmakla beraber matematik öğrenme güçlüğü üzerine farkındalık oluşturmaya devam etmektedir. Sonuç olarak, daha fazla öğretimsel müdahale çalışmasına ihtiyaç olduğu ifade edilebilir.

References

  • Ramaa, S., & Gowramma, I. P. (2002). A systematic procedure for identifying and classifying children with Dyscalculia among primary school school. Dyslexia, 8, 67–85.
  • Kucian, K., & von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 1–13.
  • Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3–18.
  • Cowan, R., & Powell, D. (2014). The contributions of domain-general and numerical factors to thirdgrade arithmetic skills and Mathematical learning disability. Journal of Educaitonal Psychology, 106, 214–229.
  • Karagiannakis, G., & Baccaglini-Frank, A. (2014). The DeDiMa battery: a tool for identifying students‟ mathematical learning profiles. Health Psychology Review, 2(4).
  • Geary, D. C. (1993). Mathematical disabilities: cognitive, neuropsychological, and genetic components. Psychological bulletin, 114(2), 345.
  • Mutlu, Y. (2016). The Investigation of the Effects of Computer Assisted Instruction Materials on the Number Perception Skills of Students with Dyscalculia, Doktora Tezi. Eğitim Bilimleri Enstitüsü. Erzurum.
  • Skagerlund, K., & Träff, U. (2014). Number processing and heterogeneity of developmental Dyscalculia: Subtypes With different cognitive profiles and deficits. Journal of Learning Disabilities, 49, 36–50.
  • Geary, D. C. (2017) Dyscalculia at an Early age. Encyclopedia on Early Childhood Development. Updated: November 2016. Butterworth, B. & Yeo, D. (2004) Dyscalculia Guidance. London: nferNelson.. Adler, B. (2009) What is Dyscalculia? http://www.dyscalculie.org/Publicaties/A%20Book% 20What%20is%20dyscalculia%20%20B%20Adler.pdf adresinden edinilmiştir. Emerson, J., & Babtie, P. (2010). The dyscalculia assessment. London: Continuum.
  • Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental psychology, 47(6), 1539.
  • Passolunghi, M. C., & Lanfranchi, S. (2012). Domain‐specific and domain‐general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63.
  • Gross‐Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine ve Child Neurology, 38(1), 25-33.
  • Karadeniz, M. H. (2013). Diskalkuli Yaşayan Öğrencilere İlişkin Öğretmen Görüşlerinin Değerlendirilmesi. E-Journal of New World Sciences Academy Social Sciences.
  • Sezer, S., & Akın, A. (2011). 6-14 Yaş Arası Öğrencilerde Görülen Matematik Öğrenme Bozukluğuna İlişkin Öğretmen Görüşleri. İlköğretim Online, 10(2).
  • Özyürek, M. (2010). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. (Ed. Akçamete, A.G. ). Kök Yayıncılık. Ankara.
  • Flanagan, D. P., & Alfonso, V. C. (2010). Essentials of specific learning disability identification (Vol. 82): John Wiley ve Sons.
  • Michaelson, M. T. (2007). An Overview of Dyscalculia: Methods for Ascertaining and Accommodating Dyscalculic Children in the Classroom. Australian Mathematics Teacher, 63(3), 17-22.
  • Olkun, S., Altun, A., Cangöz, B., Gelbal, S., & Sucuoğlu, B. (2012). Developing Tasks for Screening Dyscalculia Tendencies: E-Leader, Berlin.
  • Gifford, S. (2006). Dyscalculia: myths and models. Research in Mathematics Education, 8(1), 35-51.
  • Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: does one approach fit all?. Research in Mathematics Education, 14(1), 1-15. doi: 10.1080/14794802.2012.657436
  • Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2006). Learning disabilities: From identification to intervention: Guilford press.
  • Geary, D. C., & Hoard, M. K. (2005). Learning disabilities in arithmetic and mathematics. Handbook of mathematical cognition, 253-268.
  • Baker, G.,&Lee,D.-S. (2002).Asynthesis of empirical research on teaching mathematics to low-achieving students. Elementary School Journal, 103(1), 51–73. doi: 10.1086/499715
  • Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs. Remedial & Special Education, 24(2), 97–114. doi:10.1177/07419325030240020501
  • Kazım Küçükalkan, Mehmet Beyazsaçlı & Ayşegül Şükran Öz (2019): Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis, Behaviour & Information Technology, DOI: 10.1080/0144929X.2019.1597166
  • Minyi Shih Dennis et al., (2016). A Meta-Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties. Learning Disabilities Research & Practice, 31(3), 156–168
  • Card, N. A. (2011). Applied meta-analysis for social science research. New York: The Guilford Press. Büyüköztürk ve diğerleri, (2017). Bilimsel Araştırma Yöntemleri. Pegem Akademi
  • Huedo-Medina, T. B., Sanchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-anlaysis: Q statistic or I2 index?. Psychological Methods, 11(2), 193-206.
  • Xin, Y. P. & Jitendra, A. K. (1999). The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. The Journal of Special Education, 32 (4), 207–225. doi:10.1177/002246699903200402
  • Wilson, D. B. (2009). Systematic coding. H. Cooper, L. V. Hedges, ve J. C. Valentine (Ed.), The handbook of research synthesis and meta-analysis içinde (2. bs., s. 159-176). New York: Russell Sage Foundation.
  • Arthur, W. Jr., Bennett, W. Jr. & Huffcutt, A. I. (2001). Conducting meta-analysis using SAS. Mahwah, NJ: Erlbaum.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. California: Sage Publications.
  • Orwin, R. G., & Vevea, J. L. (2009). Evaluating Coding Decisions. In H. Cooper, L. V. Hedges & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. & Rothstein, H. R. (2013). Meta analize giriş. (S. Dinçer, Çev.). Ankara: Anı.
  • Sutton, A. J. (2009). Publication bias. In H. Cooper, L. V. Hedges & J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (2nd ed., pp. 435-452). New York: Russell Sage Foundation.
  • Copas, J.& Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262.
  • Sterne, J. A. C., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In H. R.
  • Rothstein, A. J. Sutton & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments. West Sussex, England: John Wiley & Sons, Ltd.
There are 38 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Tunahan Filiz 0000-0002-3149-8783

Publication Date December 1, 2021
Published in Issue Year 2021 Volume: 22 Issue: 4

Cite

APA Filiz, T. (2021). Matematik Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretimsel Müdahalelerin Öğrencilerin Akademik Başarılarına Etkisinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(4), 1025-1055. https://doi.org/10.21565/ozelegitimdergisi.713496

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