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)

指導教授 ： 孔淑萱

國立清華大學/竹師教育學院/特殊教育學系/碩士(2017年)

摘要

本研究旨在運用同儕協助學習策略（Peer-Assisted Learning Strategies， 簡稱PALS），探討國小四年級學習障礙學生之四則運算文字題學習表現情形。本研究採單一受試研究法之ABA’實驗設計，以六位四年級學習障礙學生作為研究對象，進行每週進行2次、每次40分鐘、共計10週的同儕協助學習策略教學，本研究教學方案參考Fuchs、Fuchs、Karns 和Phillips （2009）所發展之數學教學指引架構，以國內學習材料進行調整與設計。本研究在基線期、介入期與維持期施以自編整數四則運算文字題測驗，將所得資料以目視分析、C 統計等方式分析，以瞭解四則運算文字題之學習成效，並將基本數學核心能力測驗的前、後測結果對照常模分數，以無母數分析探討受試學生在教學介入前後，其基本數學核心能力之變化。本研究結果綜合如下：
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，對受試丙、受試丁和受試戊具有立即效果；同儕協助學習策略對高組學生能產生較佳的提升效果。
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具有個別差異，對受試丁和受試戊產生良好的維持效果；同儕協助學習策略對高組和低組學生的維持效果而言，未有一致性的結果。
三、同儕協助學習策略對國小學習障礙學生在基本數學核心能力測驗的整體表現而言，能提升其應用能力；同儕協助學習策略能提升低組學生的計算表現（包含簡單計算與複雜計算）。
四、國小學習障礙學生對同儕協助學習策略的接受程度良好。
最後根據研究結果，對同儕協助學習策略提出相關建議，以供教育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 main 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 for ten weeks, two times a week, forty minutes a time. Test on “Basic core competence on mathematics test” was carried out during baseline phase and maintenance phase to realize the change of basic mathematics computing competence. 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. Peer-Assisted Learning Strategies instruction could enhance immediately on word-problem performance for some elementary school students with learning disabilities, especially for the high-level students with learning disabilities.
2.The maintain effect of Peer-Assisted Learning Strategies instruction was different from each elementary school student with learning disabilities, the high-level students and the low-level students as well.
3.According to the results on basic core competence on mathematics test, Peer-Assisted Learning Strategies instruction could enhance the competence on word-problem for elementary school students with learning disabilities. PALS also could enhance the computing competence of the low-level students with learning disabilities.
4. Each student with learning disabilities accepted with pleasure for Peer-Assisted Learning Strategies instruction on math class.

Finally, according to the results, suggestions for mathematics teaching and research were provided.

Keywords: Peer-Assisted Learning Strategies,elementary school students with learning disabilities,Word-problem

並列關鍵字

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

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