장애학생을 위한 테크놀로지 기반 수학 문장제 문제 해결 중재의 효과

THE EFFECT OF INSTRUCTIONAL TECHNOLOGY ON MATHEMATICAL WORD PROBLEM SOLVING FOR STUDENTS WITH DISABILITIES: A META-ANALYSIS

연구목적: The purpose of this meta-analysis is to systemically review the intervention studies that used instructional technology targeting to promote mathematical WPS performances of elementary and middle school students with disabilities. 연구방법: This study computed an overall effect and analyzed moderators of group design studies (Hedges’g) and single-case design studies (between-case standardized mean difference) in the same analyses. 연구결과: From the article identification based on inclusion and exclusion criteria, a total of 21 studies were included in this study. The overall effect of instructional technology on word problem solving across 21 studies was large (Hedge’ g = 1.18, 95% Cl = 0.84, 1.52). 결론: This meta-analysis indicate that instructional technology is promising to improve WPS performance for elementary and middle school students with disabilities.