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utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities

    Authors

    • Mahboobeh Arefe 1
    • Soraya khazaei 2
    • Azar Khazai 3

    1 Associate Professor, Faculty of Educational Sciences and Psychology, Department of Educational Sciences, University of Shahid Beheshti, Tehran, Iran

    2 PhD Student in Information Technology in Higher Education, Shahid Beheshti University and Elementary Teacher in Pardis (Tehran), Tehran, Iran

    3 PhD Student in Educational Technology, Allameh Tabatabai University and Elementary Teacher in Noorabad (Lorestan), Tehran, Iran

,

Document Type : Research Paper

https://doi.org/10.34785/J012.2020.927
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Abstract

Purpose:
The aim of this research was to study the utilization of instructional scaffolding strategies and determining ther effectiveness on learning and achievement motivation of students with mathematics learning disabilities.
Method:
In This study a pretest-post test quasi expenmental, including a used control group. Statistical universe in cludes all elementary fifth graders(boys) diagnosed With mathematics learning in academic year 96-97 and reforred to learning disabilities conter in khorramabad, receiving due interretions. Study sample consistes of 22 students with mathematics disabilities, elected through available sampling and randomy devided into control and experimental groups (n = 11 per group). in the section through learning teast structured by the researcher and also achievement motivation questionaire Hermence (1970) were used to collect data. In the process of implemention, the experimention group received 8 sessions training (45 minutes each), based on instructional scaffolding strategies, while control group not receive no intervention. The collected data was analyzed by using SPSS-V22 software and analysis of covariance.
Result:
The result Covariance analysis indicated that syllabus based on structional scaffolding strategies was effect on the learning and achievement motivation, in the way that Lead to increased learning and achievement motivation of students with mathematics learning disability (P

Keywords

  • mathematics disabilities
  • Effectiveness
  • achievement motivation
  • instructional scaffolding
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Research in Teaching
Volume 8, Issue 1 - Serial Number 1
March 2020
Pages 217-198
Files
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History
  • Receive Date: 13 September 2019
  • Revise Date: 26 December 2019
  • Accept Date: 11 March 2020
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How to cite
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  • Article View: 1,221
  • PDF Download: 1,239

APA

Arefe, M. , khazaei, S. and Khazai, A. (2020). utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities. Research in Teaching, 8(1), 217-198. doi: https://doi.org/10.34785/J012.2020.927

MLA

Arefe, M. , , khazaei, S. , and Khazai, A. . "utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities", Research in Teaching, 8, 1, 2020, 217-198. doi: https://doi.org/10.34785/J012.2020.927

HARVARD

Arefe, M., khazaei, S., Khazai, A. (2020). 'utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities', Research in Teaching, 8(1), pp. 217-198. doi: https://doi.org/10.34785/J012.2020.927

CHICAGO

M. Arefe , S. khazaei and A. Khazai, "utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities," Research in Teaching, 8 1 (2020): 217-198, doi: https://doi.org/10.34785/J012.2020.927

VANCOUVER

Arefe, M., khazaei, S., Khazai, A. utilization of instructional scaffolding Strategies and Determination their effectiveness on learning and achievement motivation of fifth graders with mathematics learning disabilities. Research in Teaching, 2020; 8(1): 217-198. doi: https://doi.org/10.34785/J012.2020.927

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