The effect of self-instruction on mathematic problem solving performance

Document Type : Research Paper

Authors

1 Associate Professor School of Psychology & Education. University of Tehran

2 University of Tehran

3 M.A Student, University of Tehran

jld-3-3-93-3-4

Abstract

The current study aimed to investigate the effect of self instruction on
mathematics problem solving performance in fifth grade students with
dyscalculia in Rafsanjan city. Twenty students were selected from twelve
fifth grade classes based on the following inclusion criteria: Teacher's
Judgment, Diagnostic Criteria of DSM-IV, Raven progressive matrixes, and
Math Problem Solving Test. The design of the study was quasi-experimental
design, with pretest-post test control group design. Twelve “45–minutes
sessions” of self-instruction were administered for experimental group while
control group was in neutral condition. Analysis of data using Analysis of
Covariance (Ancova) revealed that student’s performance in mathematics
problem solving abilities was increased significantly in the experimental
condition. We can conclude that self-improvement methods affect
mathematical problem solving performance of students with dyscalculia.

Keywords


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