Development of mathematics learning management program on fractions for junior high school students with learning disabilities

Authors

  • Porkaew Krutnak Department of Special Education, Faculty of Education, Srinakharinwirot University, Bangkok 10110, Thailand
  • Chanida Mitranun Special Education Development Center, Faculty of Education, Srinakharinwirot University, Bangkok 10110, Thailand
  • Tamala Boonyakan Special Education Development Center, Faculty of Education, Srinakharinwirot University, Bangkok 10110, Thailand

Keywords:

CRA teaching strategy, fractions, learning disabilities in mathematics

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.

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Published

12-10-2022

How to Cite

Krutnak, P. ., Mitranun, C. ., & Boonyakan, T. . (2022). Development of mathematics learning management program on fractions for junior high school students with learning disabilities. Kasetsart Journal of Social Sciences, 43(4), 873–882. Retrieved from https://so04.tci-thaijo.org/index.php/kjss/article/view/261654

Issue

Section

Research articles