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An Action Research of Peer-Assisted Learning Strategies on Mathematics Achievement of Students with Learning Disabilities in Continuing Education School
continuing education schools
The purpose of this technical report is to understand whether mathematics learning for students with learning disabilities in contunuing vocational education schools is affected by peer-assisted learning strategies, for the assignment of math combination units, students' feelings after learning, and their achievements in mathematics learning. This technical report uses action research method, the study is carried out for eight weeks, two math lessons per week, a lesson 45 minutes, teacher demonstration explanation 30 minutes later, inter-class discussion and practice exercises, and then re-use the weekly class class 20 minutes review and then peer-assisted learning exercises, in advance in the class to find three peer assistance, A one-on-one math-assisted exercise review by three peers is a preliminary design of peer-assisted learning programs. After each two weeks, according to the actual situation, evaluation of results and reflection and interview results, and then determine whether the curriculum is necessary to modify, in order to carry out continuous modification and re-design of the curriculum, according to the students' mathematical test scores to do post-test, during the interview with the case and peers and family members to do interview feedback, analysis and conclusion of the study conclusions, And put forward this study for the future higher vocational mathematics study recommendations. This research proposal was approval by IRB/REC, NTNU, no. 201810HS026.The result of this study are as follows: First, peer-assisted learning for students with learning disabilities, in the study of mathematics, help to improve students' math learning achievement. Second, in the inclusive education, peers expressed their willingness to assist students who assist in learning disabilities. Third, students with learning disabilities have a slight improvement in their motivation for learning because they can get peer-to-peer interactions, but they still need constant encouragement to make up for the long-term sense of helplessness.
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