同儕協助學習策略對提升國小學習障礙學生四則運算文字題學習成效之研究

The Effects of Peer-Assisted Learning Strategies on Mathematics Word-Problem Improvements for Elementary School Students with Learning Disabilities

林佩妤(Pei-Yu Lin) ； 孔淑萱(Shu-Hsuan Kung)

《特教論壇》 23期 (2017/12) Pp. 32-57

https://doi.org/10.6502/SEF.2017.23.32-57

摘要

本研究旨在探討運用同儕協助學習策略（Peer-Assisted Learning Strategies，簡稱PALS）對提升國小四年級學習障礙學生之四則運算文字題之成效。研究採單一受試實驗法之A-B-A’設計，研究對象為六位國小四年級學習障礙學生，對其進行為期十週，每週兩節，每節四十分鐘的同儕協助學習策略教學。在基線期、介入期與維持期施以自編測驗整數四則運算文字題測驗，以及基本數學核心能力測驗之前後測，並將所得測驗資料以目視分析、C統計及無母數Wilcoxon符號等第檢定進行分析，以瞭解學生數學能力的表現。研究結果綜合如下：一、同儕協助學習策略能提升部分國小學習障礙學生的四則運算文字題解題能力，對高組學生有較佳的立即成效。二、同儕協助學習策略對國小學習障礙學生的四則運算文字題解題能力之維持成效不具穩定性。三、在不同的數學核心能力中，同儕協助學習策略能提升國小學習障礙學生的應用能力，並對低組學生的計算能力具有的提升效果。四、國小學習障礙學生對同儕協助學習策略教學的接受程度良好。最後根據研究結果，對同儕協助學習策略提出相關建議，以供教學輔導與未來研究之參考。

關鍵字

同儕協助學習策略 ； 學習障礙學生 ； 四則運算文字題

並列摘要

The purpose of this study was to explore the effects of Peer-Assisted Learning Strategies （PALS） on mathematics word-problem for elementary school students with learning disabilities. The method was a single-subject of A-B-A’ design. Six fourth-grade students with learning disabilities were taught Peer-Assisted Learning Strategies twice a week, forty minutes in each class for ten weeks. The outcomes on the ＂Basic core competence on mathematics test＂ was carried out during baseline phase and maintenance phase to examine the change of core competence on mathematics. The word problems test for fourth-grade students was carried out during baseline phase, intervention phase and maintenance phase to understand the performance of solving word-problem among these students with learning disabilities. Analysis was based on visual analysis, C-statistic, nonparametric statistics. The results were as follows: 1. PALS could result the immediate effects on word-problem performance for some participants, especially for the high-level students with learning disabilities. 2. The maintain effect of PALS was diverse among students with learning disabilities, both with the high-level and low-level students. 3. Acording to the results on Basic Core Competence on Mathematics Test, PALS instruction could enhance the competence on word-problem for the participants. Particularly, PALS could help with the progress on the computing competence of the low-level students with learning disabilities. 4. Most of the participants were satisfied with the activities in the PALS mathamatics instruction. Finally, based on the results, suggestions for educational implications and future research were provided.

並列關鍵字

Peer-Assisted Learning Strategies ； elementary school students with learning disabilities ； word-problem

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