scholarly journals The Effect of Computer-Free Coding Education for Special Education Students on Problem-Solving Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 3-30
Author(s):  
Ümit Demir
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Special Education Students ◽  
Average Score ◽  
Academic Skill ◽  
Education Students ◽  
Problem Solving Skills ◽  
Skill Scores ◽  
Significant Difference ◽  
Learning Platforms

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called “21st-century skills” required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, the aim of this study is to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, computer-free coding applications were carried out with the participation of 34 students having the mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. An observation form was used to evaluate problem-solving skills. There was a significant difference [t(24)=-7.19, p<.001]  between the pre and post-course skills of the students. While the average score of the students’ problem-solving skills was 10.68 in pre-course, in the post-course this score increased to 13.36. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.

scholarly journals Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

2021 ◽  
Vol 2 (1) ◽  
pp. 15-31
Author(s):  
Leonard Jackson
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Strategies ◽  
Standardized Test ◽  
Special Education Students ◽  
Eighth Grade ◽  
Education Students ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

scholarly journals Gender Differences in Learning Burnout among Special Education Students

2019 ◽  
Vol 11 (14) ◽  
pp. 119
Author(s):  
Florence Ijeoma Arumede ◽  
Michael Eskay ◽  
Annastasia Uchenna Eneh ◽  
Jane Ogoma Aja
Keyword(s):  
Gender Differences ◽  
Special Education ◽  
Null Hypothesis ◽  
Research Question ◽  
Research Data ◽  
Special Education Students ◽  
Education Students ◽  
Significant Difference ◽  
The Mean ◽  
Descriptive Survey

This study examined gender differences in learning burnout among special education students. A research question and a null hypothesis were formulated to guide the research. A descriptive survey was employed. The study sample consisted of 700 special education students. Academic Burnout Questionnaire (ABQ) was employed for data collection. The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there is no significant difference between the mean ratings of male and female special education students in learning burnout. Government at all level within the study area and beyond are urged to make conducive learning environment for University students including those in special education departments.

scholarly journals Problem solving skills: esssential skills challenges for the 21st century graduates

2021 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Khairul Bariyyah
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Age Groups ◽  
Sampling Technique ◽  
Average Score ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Student Problem

Problem solving skills are the abilities to identify problems, search and select various alternative solutions and make decisions in solving all the problems at hand. Problem solving skills are 21st century skills that are needed by society and the world of work. This research is a descriptive quantitative research. The research sample consisted of 300 students who were selected using the stratified random sampling technique. The research instrument used a scale of student problem solving skills. The Analysis of Data used descriptive analysis, independent sample t-test, and ANOVA with the help of the SPSS program. Based on the results of the study, it can be concluded (1) the average level of student problem solving skills is in the medium category (62.3%), (2) there is no significant difference in the level of student problem solving skills based on gender, (3) there is no significant difference in the level of student problem solving skills based on developmental status, (4) there is a significant difference in the level of problem solving skills of students based on age groups. The age group that has a significant effect on the difference in the average score of problem solving skills of students aged 23 years

The Role of a Graphic Representational Technique on the Mathematical Problem Solving Performance of Fourth Graders: An Exploratory Study

2001 ◽  
Vol 25 (1-2) ◽  
pp. 17-33 ◽  
Author(s):  
Asha Jitendra ◽  
Caroline M. DiPipi ◽  
Ed Grasso
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Exploratory Study ◽  
Fourth Graders ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Special Education Students ◽  
Learning Problems ◽  
Cooperative Groups ◽  
Education Students

The purpose of this within‐subject comparisons exploratory study was to examine the influence of a graphic representational strategy on the problem solving performance of fourth graders, including special education students with learning problems. We employed a preliminary design experiment, prior to conducting a formal experimental or quasi‐experimental study, to gain insights into factors that may inhibit or enhance implementation of the intervention, especially in the context of real world of classroom (Gersten, Baker, & Lloyd, 2000). Students received teacher‐led strategy instruction in problem solving using a whole group (8 to 9 students) format followed by guided practice in applying the strategy during cooperative groups. Results indicate that students’ word problem solving performance increased from the pretest to posttest on multiplication and division problems. In addition, some students were able to generalise the skill to untaught problems. Implications of the representational strategy for solving word problems by elementary students and special education students with learning problems are discussed.

The Effectiveness of Real Science Mask with QR Code on Students' Problem-Solving Skills and Scientific Literacy

2021 ◽  
Vol 10 (2) ◽  
pp. 209-219
Author(s):  
E. N. Savitri ◽  
A. V. Amalia ◽  
S. A. Prabowo ◽  
O. E. P. Rahmadani ◽  
A. Kholidah
Keyword(s):  
Problem Solving ◽  
Scientific Literacy ◽  
Average Score ◽  
Control Group ◽  
Qr Code ◽  
Problem Solving Skills ◽  
The Real ◽  
Real Science ◽  
Significant Difference ◽  
And Control

This study aims to determine the effectiveness of Real Science Mask with QR Code on students' problem-solving skills and scientific literacy. This research is a type of experimental research that uses the Pretest Posttest Control Group Design model. The subjects of this study were students in the Integrated Science Education study program for the academic year 2020/2021 of Universitas Negeri Semarang. The sample from the population was divided into experimental class and control class. The observation instrument used an observation sheet based on the assessment indicators of students' activities during learning. Data analysis in this study used quantitative descriptive analysis, where each average value is described in each aspect of the assessment based on indicators. The results showed that the experimental class that applied the Real Science Mask with QR Code had the highest average score of Problem-Solving skills in the assessment aspect of discussing the suitability of scientific phenomena with a score of 9.4 and scientific literacy on the aspect of student assessment in seeking scientific references with a score of 8.8. The posttest results obtained a t-count value of 8,951 with df = 16, consulted with the t-table value at a significance level of 5%, and df = 16 obtained 2,120. These results indicate that the value of t-count is greater than the t-table value (8,951 > 2,120) it means that there is a significant difference between the experimental and control classes. Furthermore, the average of these two aspects of the assessment is higher when compared to the control class. These results indicate that the Real Science Mask with QR Code is effective in improving students' problem-solving skills and scientific literacy.

scholarly journals An investigation into the relationship between student achievement and curriculum knowedge of special education co-teachers

2018 ◽  
Author(s):  
◽  
Karin McGrath
Keyword(s):  
Special Education ◽  
Student Achievement ◽  
Special Education Students ◽  
Special Educator ◽  
Education Students ◽  
Course Grades ◽  
Significant Difference ◽  
The Mean ◽  
Student Disabilities ◽  
The Relationship

The balance of awareness of student disabilities, providing supports and accommodations necessary for the success of special education students, and a high understanding curriculum contents is a challenge for special educators in the co-taught setting. This study investigates the effect the relationship between the number of curricula in which the special educator is co-teaching has, on student achievement. Statistical analysis was conducted to compare both the results on state mandated end of course examinations, and course grades in classrooms where the special education co-teacher was responsible for one curriculum content where they were responsible for two and three curricula. Findings show a significant difference in student achievement only between classrooms where the special educator was responsible for one curriculum and where they were responsible for two. In looking at the mean achievement results for end of course examinations and course grades, students in the classrooms where the special educator was responsible for three curriculum contents earned higher scores. Results indicate that factors or a combination of factors, other than curricula content knowledge of the special education co-teacher, play a greater role in effecting the achievement of the special education students in the co-taught classroom.

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