Mixed instructional approach for remedial mathematics learning and motivation of students with learning difficulties

• Main Author: Poon, Cheng Yong
• Format: Thesis
• Language: English
• Published: 2014
• Subjects: L Education (General)
• Online Access: http://eprints.utm.my/id/eprint/77859/1/PoonChengYongPFP2014.pdf; http://eprints.utm.my/id/eprint/77859/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:98375
• Institution: Universiti Teknologi Malaysia

Explicit instruction is commonly used in intervention for students with mathematics learning difficulties. Some researches reveal that it is effective in improving arithmetic skills. However, there are research findings which indicate the mastery of conceptual understanding and mathematical process skills were ignored through explicit instruction in intervention. This research was aimed to investigate the teaching and learning processes, and the motivational aspect, during usual practice and a remedial intervention. The intervention was carried out following an instructional model developed in this study. It was based on a mixed instructional approach which included the behaviorist and constructivist approaches. Instruction was carried out in concrete-representation-abstract sequence. Content of the instruction emphasized conceptual and procedural knowledge. Provision of intrinsic and extrinsic motivation was emphasized. The intervention was aimed at enhancing mathematical knowledge and process skills, and increasing motivation towards learning, of students. A case study was carried out in a suburban school and involved a remediation program teacher and his five students. Data was collected and analyzed using a qualitative approach. Results showed that the regular and remediation classroom teachers usually applied explicit instruction and guided practice. During remedial intervention, the participating teacher used explicit instruction initially and gradually changed to the constructivist approach. The findings indicated that students with learning difficulties were able to improve their mathematical knowledge and mathematical processes through application of the instructional model during intervention. Questioning for active thinking during explicit instruction could engage the students in active sense-making and mathematical processes. Their motivation was also increased. However, students experienced cognitive burden if they are required to perform active thinking and understand mathematics through the use of manipulative and drawing.