چکیده:
Objectives: The study was aimed to determine the effectiveness of verbal self-instruction training on math problem-solving of intellectually disabled boy students in Tehran Provinces.
Methods: The study was a semi-experimental with pre-test and post-test design with control group. Thirty intellectually disabled boy students were selected randomly through cluster sampling method from 9th grade students. They were assigned to experimental and control group equally. Experimental group participated in 8 sessions and were trained by verbal self-instruction program but control group did not. All students answered to a teacher-made math problem-solving test before and after the training sessions. Data were analyzed by analysis of covariance.
Results: Findings showed that there was a significant difference between two groups according to math problem-solving performance (P<0.002).
Discussion: It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.
خلاصه ماشینی:
Original Article The Effectiveness of Verbal Self-Instruction Training on Math Problem-Solving of Intellectually Disabled Students Masoume Pourmohamadreza-Tajrishi Pediatric Neurorehabilitation Research Center University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Mohammad Ashori; Seyede Somaye Jalil-Abkenar* University of Tehran, Tehran, Iran Objectives: Self-instruction training assists students to organize thinking patterns, learning, self- assessment, and self-awareness.
This study was aimed to determine the effectiveness of verbal self- instruction training on math problem-solving of intellectually disabled male students in Tehran Provinces.
Discussion: As the performance of math problem-solving of experimental group promoted after the intervention sessions in comparison to control group, it seems that verbal self-instruction has led students to use thinking skills for acquiring and retention of fundamental mathematics facts.
It can conclude that verbal self-instruction training probably leads to promote math problem-solving performance of intellectually disabled boy students.
For example; Brayant (15), Teong (16), Wiltz (17), Slavin (18) have confirmed the positive effects of self-instruction on enhancement of math problem- solving and learning motivation of students with learning disabilities.
Discussion The present study was aimed to determine the effectiveness of verbal self-instruction on math problem-solving of 9th grade students with intellectual disability in Tehran Provinces.
We can conclude that verbal self-instruction had a positive effect on improvement of math problem- solving performance in boy students with intellectual disability.
Effects of cognitive and metacognitive strategies (self-instruction) mathematical problem-solving performance of intellectual disabilities students in academic year 78-79.