Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents
By Bottge, Brian A.; Heinrichs, Mary; Chan, Shih-Yi; Mehta, Zara Dee; Watson, Elizabeth; Journal of Special Education Technology, Vol. 18, No. 2, pp. 5-22Publication Date: Spring 2003
Study conducted to investigate the effects of video-based, anchored instruction and applied problems on the ability of 11 students who were low achieving and 26 students who were average achieving to solve computation and word problems. Bart’s Pet Project was used as the video-based intervention, as it presents the participant with a situation in which he or she has a set amount of money, and must buy both a pet and build a cage to go with it. A repeated-measures design was used to compare the performance of the two groups on Bart’s Pet Project across three instructional conditions: (1) baseline instruction, (2) anchored instruction, (3) instruction with applied problems. The performance of all participants was higher during anchored instruction than at baseline, yet no differences were found between instruction with applied problems and the baseline condition. The findings suggest that students who are low achieving can improve their procedural math skills as they work on solving engaging problems.
Published by: Exceptional Innovations (Website:http://www.exinn.net)
Technology and Media Division (TAM) of the Council for Exceptional Children (CEC) (Web Site: http://www.tamcec.org )
Link to text: http://jset.unlv.edu/18.2/bottge/first.html
This publication is included in the library of the National Rehabilitation Information Center (NARIC), accession number J46720
