Effects of Cooperative, Competitive, and Individualistic Goals on Student Achievement Using Computer-Based Drill-and-Practice

Bahr, Christine M.; Rieth, Herbert J.

doi:10.1177/016264349101100104

Cited by 8 publications

(11 citation statements)

References 13 publications

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“…According to these, students participating in groups using digital educational math games benefited more than the team that did not play a digital game. Similar are the findings of the few relevant intervention programs for students with intellectual disabilities incorporating digital games addressing various fields of mathematics (Bahr & Rieth, 1991;Friedman & Hofmeister, 1984;Singh & Agarwal, 2013). But the effectiveness of a teaching intervention is judged by whether the improved performance was maintained.…”

Section: Conclusion and Discussionsupporting

confidence: 69%

“…However, while in the international literature there is sufficient evidence for the usefulness of incorporation of digital games in the teaching of mathematics, there is a lack of sufficient information and knowledge regarding their use in education for children with intellectual disabilities. The few studies related to this field have weaknesses (Bahr & Rieth, 1991;Podell, Tournaki-Rein & Lin, 1992). These weaknesses are usually related to the methodological design (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Curriculum for Students With Mild Disabilities in Special Education

Shanley

2014

Encyclopedia of Special Education

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The purpose of this research is to examine the influence of a special education program, incorporating online digital games, on the understanding of basic mathematical concepts by students with mild intellectual disabilities. The research involved four students (one girl and three boys) with mild intellectual disabilities divided into two groups, an experimental (combined intervention) and a control group (standard intervention). The students' performance was assessed before the intervention program, immediately after the end of the program and two weeks after the completion of the intervention. Based on the results, improved performance was observed in the experimental group's students, in the areas of intervention, in relation to the students in the control group. The experimental group's students continued to perform at high standards, contrary to those of the control group. The findings show that the teaching approach integrating online digital games has a positive impact on the understanding of basic mathematical concepts by students with mild intellectual disabilities.

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Section: Conclusion and Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Curriculum for Students With Mild Disabilities in Special Education

Shanley

2014

Encyclopedia of Special Education

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“…The students could have received (a) just feedback on performance or effort or (b) feedback on performance or effort that was tied to a specific performance goal. The feedback could also be from a variety of sources, including teachers (e.g., Schunk & Cox, 1986), other peers (e.g., Slavin, Madden, & Leavey, 1984a), and computer software programs (e.g., Bahr & Rieth, 1991).…”

Section: Phase 2 Coding: Describing the Studiesmentioning

confidence: 99%

“…Providing feedback to students with goals. In three studies (Bahr & Rieth, 1991;L. S. Fuchs et al, 1997;L.…”

Section: Providing Formative Assessment Data and Feedback To Studentsmentioning

confidence: 99%

Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

Gersten

Chard

Jayanthi

et al. 2009

Review of Educational Research

522

725

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The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

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“…Single-case research design (SCRD) studies were excluded, as well as any studies that lacked sufficient quantitative data to calculate effect sizes. Within the corpus, only three studies were conducted with students in Grades 6–12 (Bahr & Rieth, 1991; Calhoon & Fuchs, 2003; Roach, Paolucci-Whitcomb, Meyers, & Duncan, 1983). The seven effect sizes from these studies ranged from d = −0.31to 0.53, and findings were most favorable for students at risk for mathematics disabilities and interventions that targeted math computations.…”

Section: Effective Instructional Delivery Practicesmentioning

confidence: 99%

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

et al. 2013

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A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure. A total of 13 intervention studies were synthesized in which 10 studies employed an experimental or quasi-experimental design and three studies used a single-case design. Findings from the 13 studies revealed mostly moderate to high effects favoring peer mediation, particularly when implementing a peer-mediated feedback component. In addition, findings suggest such interventions have social validity among adolescents and teachers. More rigorous research on secondary peer-mediated math interventions, peer-mediated interventions in alternative settings, and effective ways to pair dyads to incorporate a structured feedback component is warranted. Implications for peer-mediated instruction for academically struggling adolescents are discussed.

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Effects of Cooperative, Competitive, and Individualistic Goals on Student Achievement Using Computer-Based Drill-and-Practice

Cited by 8 publications

References 13 publications

Curriculum for Students With Mild Disabilities in Special Education

Curriculum for Students With Mild Disabilities in Special Education

Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

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