European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.59799
Volume 2│Issue 2│2016
THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING
TRAINING PROCEDURES IN MATHS FOR PUPILS WITH
LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
Mogbel Aid K. Alenizii
Department of Education, College of Arts and Sciences, Rafha Male Campus,
Northern Border University, Rafha, Kingdom of Saudi Arabia (KSA)
Abstract:
The aim of this current research is to identify the effects of the established methods in
consolidating between training and procedures and analysing the tasks upon the
achievement of female pupils with learning disorders in Maths in the Kingdom of Saudi
Arabia. The study group was made up of all the children with academic learning
disorders in Al Qurayyat.
In order to answer the study questions and investigate its specifications, the
averages and standard deviations were extracted for the marks of the sample
individuals in the test and control groups upon the resulting test. The results showed
that the established method has an effect on consolidating between the training upon
the procedures and extracting the results upon the achievement of the female pupils
with learning disorders in Maths. The test group showed greater achievement than the
control group. Based on the results of the research, recommendations have been
proposed, the most important of which were: taking heed of training pupils with the
methods before using results analysis for teaching every mathematical skill as
numerical skills can be divided based on skills analysis methods; focusing on analysing
the areas of strength and weakness and skills that children fail with and then
consolidate between the two issues.
Keywords: training for procedures; analysing the task; learning disorders
i
Corresponding author: mugbel999@hotmail.com
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
1.
Introduction
Pupils who suffer from learning disorders have hidden abilities besides their
weaknesses, which makes their disabilities hidden and baffling, as special education
trainers have described it. Despite their weakness in following simple instructions, they
find the tasks easy to despite their inability to write. They might excel in very strange
skills at a very high level so appear perfectly normal and clever. There is nothing in
their appearance that indicates that they are different from ordinary children except
that they have great difficulty in learning some skills at school. Some of them cannot
learn writing. Some of them might be unable to read because of defects. Some others
might make recurring mistakes and face real difficulties in learning Maths. These
difficulties usually appear in achievement tests.
The term
learning disorder
is connected to aspects of special needs with
combined results. Sometimes they mix learning with those with mental disorders,
sometimes with individuals with language, speech and Maths disorders and sometimes
with behavioural disorders. Rather than being non identical to of difficulties and
disorders, learning disorders are many and varied. This phenomenon is not combined
between each individual with learning disorders. They might show some of these
symptoms that might not be exclusive to others so discussing this issue is not an easy
matter. It is a modern concept in the field of special education because of not being
clear. Because of that they need very specific explanation [7]. Specific detail is through
understanding the situation that we face, the program that deals with these issues and
teaching methods that the teacher can use, through which they can distinguish between
aspects of learning disorders and disabilities.
“t the onset of the 0s, the term learning disorder appeared to differentiate
between the terms of slow mentality, slow learning and learning disorders that some
pupils might face because of internal or developmental factors. Despite enjoying almost
normal intelligence, they cannot achieve at the level corresponding to their mental
ability level [1].
The term Maths learning disorder is applied to all mathematical processes
because they need to use symbols such as the ability to differentiate between the correct
symbols. Maths learning disorders appear in a child as an inability to deal with
numbers, processes and mathematical rules in a correct way or the logical training in
taking steps to the answer using mathematical calculation processes. It is known that
the concepts and calculation processes begin at the bottom level then start to become
progressively more complicated. Because of that, Maths learning disorders do not stop
at the level of basic primary concepts such as differentiating between images, similar
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
symbols such as
and
or
and 9 , the ability to understand the teaching and
following it such as following the highest sequence of numbers or executing simple
mathematical processes such as addition, subtraction, multiplication and division. They
also have difficulty in using concepts and standard symbols such as >, < or = or using
complex mathematical rules. In a way, Maths and calculation skills start from the basic
and develop until they reach the difficult. It is important to point out here that children
with Maths learning disorders face difficulties in basic primary concepts such as
addition, subtraction, multiplication and division. Some do not face these difficulties
except when they reach higher levels in Maths, such as fractions, decimals, algebra and
trigonometry [8].
Al Zayyat [9] points out that teaching general Maths involves not using
principles and general learning strategies for effective learning. These principles or
strategies include using different areas that they can start teaching Maths from, from
basic foundation skills in preparing to learn Maths to problem solving. What follows
are a number of principles and general learning strategies that can be applied to
students with learning disorders. Behavioural disorders with those who have Maths
learning disorders are numerous, especially grasping concepts and Maths processes.
Because of this, it is important for the teacher to hold a workshop for required
Maths skills and gradually development from the abstract to the tangible. It is
important to depend on direct training, review and refer to areas of strength and
weakness that the students have, aiming to establish the concepts and Maths skills in
the minds of the students. It is important for the teacher to balance advanced Maths
programs by presenting teachers with different logical methods that do not confuse the
receiver, which helps reduce or resolve the problems that they face.
1.1
Importance of the research
Maths learning disorders consist of getting to know numerical concepts, their actual
meanings, knowing real mathematical concepts such as addition and subtraction as
well as difficulty in getting to know digits and concepts such as sequencing ascending
and descending numbers. Also, reading and writing numbers made up of many digits,
difficulty in getting to know mathematical symbols and writing similar numbers in
shape and direction such as the numbers
and 9 and finding the most appropriate
methods to deal with problems of learning disorders. The researcher aimed to
undertake research based on consolidating between teaching the processes and
analysing the importance of the results. That is to identify its role in improving the
achievement of female pupils with Maths learning disorders.
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
1.2
Research problems
The difficulty of learning disorders is not a local problem connected to a specific
community or culture but an international problem. In the USA it is considered to be
the biggest hub for special education in terms of the number of pupils who receive these
services. The American Office for Education has pointed out that roughly 1.1% of those
who need special education services are from a group with learning disorders [21]. The
concept of learning disorders is based on an exhaustion of the ability and different
competences that an individual might have meaning that some of these abilities and
competences could be weak within the individual. Some of these could be strong [18].
Modern educational methods focus on learning disorders whereas traditional teaching
methods focus on areas of weakness that individuals have in this area and reject their
areas of strength [25]. This might reduce the problem by integrating them later with
ordinary children who do not have learning disorders. Because of this the problem of
the current research aims to answer the following question:
What are the effects of established methods in consolidating between training and
procedures and analysing the tasks upon the achievement of female pupils with learning
disorders in Maths in KSA (Kingdom of Saudi Arabia)?
1.3
Research aims
The current research aims to identify the effects of established methods in consolidating
between training and procedures and analysing the tasks upon the achievement of
female pupils with learning disorders in Maths in KSA.
1.4
Significance of the research
There is statistical significance at the significance level α 0.0
for the established
methods in consolidating between training and procedures and analysing the tasks
upon the achievement of female pupils with learning disorders in Maths in KSA.
1.5
Research concepts
Maths learning disorders: it is made up of difficulties in learning, grasping concepts and
mathematical skills and applying them to different situations that normally appear at
the start of the elementary level and continue until High School. It does not only appear
in learning situations but also crosses over into daily life situations [21].
Teaching method for processes: they are the established methods for dealing with
the symptoms of poor growth that affect learning. This method treats the personal
sensory disorders that are responsible for learning. This method helps the student learn
to develop cognitive skills such as differentiation, comparison and evaluation and thus
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
increase the learning opportunities for them. By this method, a learning planned is
produced aiming to deal with the methods that are affected by the child’s areas of
strength and weakness.
Task analysis method: this is dividing the skills into units or secondary skills that
can be taught. Some researchers have expanded the task analysis concept so that it
includes describing the educational tasks that are used to teach the skill while others
have shortened the concept of breaking down of what they will learn. The strategy of
breaking down the task is a useful solution that depends on allowing the student to do
well in the parts of the concept skills. This method allows the student to put together
these categories after becoming fluent in them so that they can become clear, fluent,
sequential whole skill methods. This method helps to identify the area that the student
failed in and the parts of the task where the student faces difficulty in mastering so that
they can practice it in a special way. This method is used to resolve reading, writing and
Maths skills.
Established method based on consolidating between learning methods and task analysis:
this established method is based on analysing the task and processes. It does not look at
the processes as independent known processes that can be leant separately. It is possible
to describe the established method on task and process analysis as it includes
evaluating areas of strength and weakness for the child (analysing the child).
It is possible to use the method here to teach numerical skills that include
counting, number concepts, their symbols and calculating processes, visual senses,
special memory and special skills are key abilities for implementing and processing
mathematical skills. Because of that, there is no doubt the students should be taught
these processes and then analyse the tasks in learning each numerical skill.
1.6
Theory and previous studies
The methods of teaching these skills and various verbal and non-verbal methods that
the teacher uses in their teaching of learning concepts are considered as ways that cater
for the areas of strength of all the students. In addition there is the quality of positive
interaction such as learning the methods step by step or learning from the whole task
broken down into parts [5].
The discussion of the concept of learning disorders is not an easy issue because it
is a modern concept in special education. It is characterised by not being clear [7]. The
joint national committee for learning disorders in their last amendment pointed out to
defining learning disorders in the year 1994 as it is a general concept, which includes a
changing group of disorders that clearly appear as clearly significant difficulties in
acquiring and using listening, speaking, reading, writing, thinking, memory or sporting
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
skills. These disorders are characterised by being internal within the individual that
relate to poor action in the central nervous system. It can occur throughout different
stages of life. They can be accompanied by difficulties in mental organisation, social
awareness and social conduct without being a learning disorder by themselves. Despite
learning disorders possibility being accompanied by other conditions such as nervous
disability, mental weakness, severe emotional disorders or external factors such as
cultural differences, insufficient or inappropriate learning, they are not a result of these
conditions or effects [8].
The American Society formed a committee to clarify the definition of learning
disorders. It clarified that learning disorders are a general concept that points to a nonhomogeneous group of disorders at a significant level of difficulty in terms of acquiring
and using concentration, speech, reading, writing and numerical skills that are
connected to internal problems. It has concluded that children who suffer from learning
disorders are normal children in terms of mental, sensory and emotional abilities but
they might suffer from difficulties in logic, thinking and concentration processes that
usually affect their learning. They are a result of different views around the concept of
learning disorders. These sorts of disorders are considered substantial for the individual
as they must occur because of problems in conduct of the central nervous system and
thus behavioural problems could occur such as self-organisation, social awareness and
conduct in addition to learning disorders [14].
Learning disorders are divided into developmental learning disorders, which are
among the main factors responsible for a drop in a child’s level of academic
achievement and leads directly to it as it actually includes disorders in concentration,
perception, memory, thinking and language. They are the factors that could lead to
disability in the child’s academic development despite what they enjoy from an
ordinary level of intelligence. The second type of learning disorder is academic learning
disorder such as difficulty in learning reading writing, spelling and numerical processes
[17].
From what preceded, it can be noticed that it upon the teacher to take heed of
choosing the best method in teaching a part of learning disorders based on its type and
categorisation. The appropriate method of teaching includes foundation work that can
be overcome by working through their problems with their peers.
Psychological literature in the field of learning disorders points to teaching
methods for individuals in this area who depend on three strategies. They are:
Teaching based on analysing the task and simplifying it: this strategy requires
the presence of a weakness or developmental disability with those who have
learning disorders whose problem includes limited education and experience in
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
the task itself. Because of this it depends on breaking down the task in a way that
allows t pupils to master its simple components
Teaching based on psychological and developmental processes: this strategy is
based on the pupils who have a limited development disability. This strategy
depends on training the developmental abilities of those with learning disorders
Teaching based on breaking down the task and the psychological and
developmental processes: this strategy is based on consolidating between the key
concepts for each task breakdown strategy and psychological and developmental
strategies where the researcher places it through the research [12], [2].
Al Khateeb pointed out that the tasks are teaching methods based on breaking
down tasks into the components that they are made up of and connecting closely
between the complex behaviour of the pupils and the teacher. This is a method that
cannot be achieved through strength and force. It is by dealing with the complex
behaviour that is considered a written agreement that clarifies the relationship between
the task that the student will perform and the reinforcement that they will receive as a
result of that. The scale of the task in this field is wide and varied [15].
1.6
The categories that included this method
Who will perform the task? The student or the teacher, etc.? What are the learning
difficulties that they face or the behaviours that need to be changed in the student,
which will be specified and accurately measured and clarified?
What will the student do or the task that they will perform?
towards must be specified here
When will the pupil perform the task? The timescale that the pupils must work
What are the conditions of accepting the task performance? Meaning what will
the individual do exactly?
When discussing the task we will deal with support factors that include support
categories. When will the student perform the required task based on important
categories, which are:
Who will give support?
What is the support that will be given?
When will the support be given?
The following example helps the teacher to assess the student’s conduct:
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
Number
Paragraph
Yes
No
1 Are the behaviours /required tasks clear?
2 Are the behaviours /tasks possible to achieve?
3 Is there clarity for whoever will follow the task?
4 Is the calibre of assessment of the pupil’s conduct of the task specific and
clear?
5 Are the learning outcomes specific and clear?
6 Are the outcomes suitable for the task?
Task definition: is it possible that the work that teacher performs and trains the pupils
to perform to correspond with learning tasks based on sequential and connected
abilities and duties?
If we agree to teach the calculation method 5+1, we perform the following steps:
First: getting the pupil to recognise the numbers 1 to 5
Second: teaching the pupil to write the numbers
Third: teaching the pupil to differentiate between the shapes of the numbers 1-5
Fourth: getting them to recognise the addition symbol + by teaching them by means
of consolidation
Fifth: getting them to know that the addition symbol means consolidation
Sixth: getting them to know the meaning of the symbol =
Seventh: getting the students to know the overall results
When breaking down the tasks and teaching, it is possible for the teacher to
perform the following:
1. Counting or numbering the contents of the task: it is possible for the teacher
during this step to limit the number of sub activities of the main activity or
behaviour
2. Describing the task: by identifying what it includes from the aim, conditions,
subjects and evaluation, it is possible to sequence the following:
Counting all the sub activities that the required behaviour is made up of
while carefully sequencing it as they occur
Specifying the skills or initial knowledge indicators for each task
Specifying the type and amount for the level of achievement
any course
Specifying the time
Specify the knowledge or previous skills that they have before starting
Teaching the task based on this method
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
Studies and research show that those with Maths learning disorders have poor
specialist knowledge and following behaviour:
They find difficulty in specifying prepositions such as: above, below, raised,
lowered, far and near.
little
They have difficulty in understanding the symbolic language of Maths
relationships
It is difficult for them to understand positioning of numbers
It is difficult for them to comprehend mathematical concepts
They have difficulty in carrying out the 4 core calculation processes
They repeat counting on their fingers
They have difficulty in comparing between sizes such as: big, small, a lot and a
They have difficulty in moving from one activity to another
They have difficulty in logical thinking, making diagrams and understanding
They have difficulty in specifying directions
They reverse numbers like when reading the time or geometric measurements
They have difficulty in dealing with different types of decimals or fractions
They have difficulty in using calculation symbols
They lack ease and spontaneity in dealing with numbers
They have low confidence when thinking of counting or calculating numbers
and the ability to mentally perform what this relates to in terms of investigation
and comparison procedures
It is difficult for them to read numbers with many digits
It is difficult for them to solve sequences
significance of numbers as it is difficult for them to write them correctly
They have difficulty in distinguishing between shapes and areas
It is difficult for them to write ordinary fractions
They have difficulty in performing counting procedures and knowing the
They have difficulty in learning mathematical facts or new facts
meaning
They have difficulty in understanding words or symbols that have mathematical
They have difficulty in copying shapes
place
They have difficulty in using blank pages when writing numbers
Fractions and decimals are difficult for them when they are not in their correct
They have difficulty in using a number line
They have difficulty in differentiating between positive and negative numbers
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
They have difficulty in sequencing ascending or descending numbers
number
They have difficulty in writing numbers that have many digits
steps
2.
They have difficulty in knowing the last or previous number for a specific
They have difficulty in horizontal solving mathematical questions
They have difficulty in solving verbal questions, especially those that have many
They have difficulty in answering open mathematical questions
Literature review
When looking through previous studies, each of the studies [24] aimed to deal with the
effect of using an established learning strategy to solve problems with mathematical
thinking and orientation towards Maths with students from the 7th grade in Jordan. The
results showed that the orientation towards Maths was better in the test group
compared to the control group and that there is no statistically significant difference in
mathematical thought to consolidate between the effectiveness of the learning strategy
and level of achievement. The orientation of the test group of students was better than
their peers in the control group and there was no statistically significant difference in
the orientation of the students towards Maths consolidating between learning strategies
and achievement levels.
The study of Al Qudsi [6] aimed to identify the learning disorders in Maths for
pupils of the 8th grade. The results for this study showed that pupils of the 8 th grade face
many varied types of mistakes in the mathematical questions from algebra and
trigonometry. These require solutions using set and unclear rules as the percentage of
mistakes, the steps for the solution increase and the mistakes become more random and
inaccurate. They include: mistakes in dealing with 4 calculation methods such as
addition, subtraction, multiplication and division.
The study of Mazzacco [21] aimed to identify the differences between the
mathematical mistakes of students with learning disorders and ordinary low and
average achieving students in Maths. The results of the study showed that the
percentage of mistakes of ordinary low level achieving students is more than the
mistakes of the ordinary average achieving students but they were similar in nature.
The percentage of the students with learning disorders was more than the ordinary low
and average level achieving students and they were different in nature. The major
mistakes in multiplication for those with learning disorders were the following:
mistakes in the concept of multiplication, mistakes with the times table for similar
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
numbers, mistakes in understanding the process of multiplication and replacing the
process of multiplication with addition. The main mistakes in consolidating between
those with learning disorders were the following: mistakes in the process of horizontal
multiplication from two levels because of mistakes in the value of the position of the
number.
The study [10] advised of the importance of paying attention to teaching
mathematical subjects in a way that is implicit and not as an explicit subject and the
process of moving from assessment to the philosophy of aims to base levels.
Al Hilali [3] conducted a study that aimed to identify the main types of mistakes
in Maths for pupils with learning disorders in the two classes for the 2 nd and 3rd
elementary grades. The results of the study have found difficulties in conducting
numerical processes. It showed a clear statistically significant difference for the major
mistakes between the 2nd and 3rd grade pupils compared to ordinary pupils. There is a
statistically significant difference at 0.001 between the pre and post application results
in favour of the test group.
Brown and Quinn [11] undertook research that aimed to identify mistake
patterns that High School level pupils fall into while conducting numerical processes on
fractions. An analysis of the mistakes found that there were a large number of incorrect
concepts related to fractions. The study showed that there are patterns in mistakes that
relate to the process of adding, subtracting and multiplying fractions and the lowest
common denominator.
The research conducted by Zhou et al. [30] on a sample of kindergarten children
where a group of researchers monitored the conduct of children in Maths over a period
of a whole year aiming to identify the kindergarten children’s ability to understand
written numeric symbols. The results analysis found that: the conduct of the children as
a whole in addition was better than subtraction. As the numbers became bigger, the
conduct of the children reduced. There is clearly a bigger problem in the activities that
need to be carried out during addition to borrowing during subtraction. The mistakes
were curried during addition when the first number is bigger than the second.
Al Kabeesi [4] conducted a study that aimed to identify the mathematical
difficulties that pupils face in the 5th and 6th grades classes and cause them to fall into
mathematical errors. The results showed that most of the errors were in the calculation
processes based on real numbers in their normal and decimal forms, some numerical
processes, analysis processes, solving first and second degree equations with one
variable, some foundation issues and their mathematical processes and errors in
questions that require thinking.
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
The study of Riccomini [27] aimed to identify the ability of teachers of
foundation elementary level pupils to identify the level of mistakes of pupils in
subtraction processes, which are more likely to be resolved. The results of the study
show the students’ ability to identify the level of student’s mistakes in learning
subtraction and identifying the most common. They were not able to choose the suitable
answer to correct the mistakes.
The study [13] aimed to find the percentage of students from the 10 th grade who
were suffering from weakness in algorithms to solve the organisation of equations,
identifying categories of mistakes that students fall into and the percentage of errors in
each category. The study found 5 main categories of mistakes: comprehension mistakes,
assessment related mistakes, algorithm related mistakes, difficulty in mathematical
language despite answering correctly and mistakes resulting from poor concentration.
The National Council of Teachers of Mathematics (NCTM) found that the
students do not like their teaching to be in explicit study subjects but build a holistic
view of the world and benefit from forming this view from the different study subjects
–among them Maths. This is what they mean by understanding and explaining
foundation learning for a lot of problems that they face and they are to solve though
their rules that belong to various learning subjects. Because of this it is important to
confirm these sorts of relationships, which allows the pupil to use it in their life [14].
The study of Schroeder [28] confirmed that pupils use the relationships that they
reach to solve non routine problems. In another statement, they could perform a task
and use the relationships to better understand the problems and finally successfully
solve the problem.
The study of Leblanc and Weber [20] confirmed the importance of pupils
working on the relationships through similarities to understand the given situation as
the pupils use established strategies, a timetable, a geometric shape, mathematical plan
or picture that represents the situation in a sensory way. This is to help them
understand the situation.
The study that Yahya and Mohammed [29] performed aimed to identify the
effectiveness of established learning strategies on a sample task and teaching analysis
on mental processes to develop some foundation knowledge process skills that disabled
children with hearing problems had in the foundation level. The two researchers have
prepared the following tools: achievement tests in the first chosen unit and an
assessment of foundation knowledge process skills. The results showed that there is
statistically significant different at the level 0.01 between the average marks of pupils
from the two test and control groups in favour of the test group in post application for
the achievement test.
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
From previous studies, it was noticed that some of the previous studies were conducted
on children with learning disorders and ordinary children. Their level of achievement
disorders increased with the difficulty of learning. Within the knowledge of researcher,
there is limited study based on methods of consolidation between learning processes
and task analysis for the foundation level.
3.
Methodology
3.1 Steps for processing: What follows is a description of the methods and tasks
that the researcher followed to verify the aims of the study, which includes a
description of the study group, its samples, the conduct of the study, verification and
authentication methods, study variables and statistical methods that the researcher
used to answer the research question.
3.2 Study group and its samples: the study group is made up of all the students
with learning disorders in KSA. The study sample was made up of 65 female students
from those students. They were specifically selected from one of the centres for learning
disorders. The sample was randomly divided into two groups: 35 students from the test
group that was be exposed to the established method for consolidating between
learning the processes and analysing the results and 30 students from the control group
who were not exposed to the method.
3.3 Study tools: the researcher used an established training program to
consolidate between training the processes and analysing the results and applying an
achievement test:
First: the established training program for consolidating between training the processes
and analysing the results: the researcher prepared the special research plan in Maths in a
way through which the established method will be used for consolidating between
training the processes and analysing the results. A number of varied activities were
suggested, which take care of the individual differences between the female students as
well as teaching methods, technology and computed values. The program was made up
of 12 training sessions.
Validity of training program: the training program was validated by explaining it
to the group of specialised and experienced arbitrator members of the training council
at universities in different specialist curriculums, training methods and Arabic language
and literature and supervisors and educators. Their comments and suggestions were
applied by amending some of the activities, exercises or adding new exercises.
Second: learning achievement test in Maths: the researcher built an achievement test
for Maths research /statistics and probability unit whereby the test was from 30
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FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
paragraphs from the various test types. The tests were prepared according to the
following steps:
Analysing the level of conceptualisation in a unit of statistics and probability to
mathematical
concepts,
mathematical
analysis,
algorithms,
skills
and
mathematical questions
Identifying the aims and results of the study that the students are expected to
achieve after studying one unit of statistics and probability, categorising these
paragraphs based on the level of subject knowledge in ”loom’s Knowledge
Taxonomy (knowledge and memory, understanding and capacity, application,
analysis, synthesis and evaluation).
category from the contents category and each level from the level of aims
Build a table of requirements and extract the level of importance for each
Write test paragraphs, review them, revise them and apply them as a priority
Validity of the achievement test: to validate the test, it was presented at a conference
of skills and experienced arbitrator members of the training council at universities
specialised in curriculums, teaching Maths, measuring and evaluating and their
comments and suggestions were taken, applying what was required from amendments
and suggestions.
Authenticity of the achievement test: To validate the authenticity of the achievement
test, authentication factors were produced in two ways: the first way is the method of
application and repeat application on an improvers sample from the test group, outside
the study individuals, made up of 20 female students with a time gap made up of two
weeks between the first and second applications and calculating the Pearson Coefficient
between the two applications to produce an R Test. It was 0.84. It calculated the
authentication values by using a Koder Richardson (K-R20) at 0.81. Table 1 clarifies that.
Table 1: The authenticity of conducting the study based on K-R20 and R Test for the
achievement test
Test
Koder Richardson
Achievement test
R Test
0.81
0.84
3.4 Difficulty factors and differentiation: Difficulty and differentiation factors were
produced for each of section of the test. Their authenticity was reviewed and validated.
The range of difficulty factors ranged from 0.37 - 0.74. The levels of differentiation
ranged from 0.35 - 0.71. Table 2 clarifies that.
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
Table 2: For areas of difficulty and differentiation for all paragraphs of
the achievement test and the whole
Question
Areas of
Areas of
Question
Areas of
Areas of
number
difficulty
differentiation
number
difficulty
differentiation
1
0.40
0.62
16
0.45
0.73
2
0.37
0.45
17
0.65
0.69
3
0.74
0.69
18
0.54
0.67
4
0.45
0.71
19
0.65
0.57
5
0.65
0.57
20
0.44
0.61
6
0.44
0.61
21
0.42
0.51
7
0.39
0.64
22
0.45
0.35
8
0.46
0.65
23
0.39
0.64
9
0.42
0.51
24
0.46
0.56
10
0.45
0.35
25
0.43
0.69
11
0.54
0.53
26
0.54
0.68
12
0.54
0.67
27
0.52
0.41
13
0.52
0.49
28
0.58
0.46
14
0.58
0.47
29
0.69
0.58
15
0.69
0.57
30
0.52
0.41
0.52
0.59
Overall
3.5 Educational curriculum: A semi test curriculum was used in this study because
it was more reliable. It was distributed for the study sample to two groups. One was
random for the training program and the other remained as a controlled group that the
program was not exposed to.
3.6 Study procedure: to validate the aims of the study, the researcher performed
the following tasks:
-
Planned the study tools (calculated learning program and achievement test) and
validated its authenticity and consistency
-
Specified the individuals for the study sample for the for the academic year 14371438
-
A book had been provided to simplify the research task for the Ministry of
Education and Training to allow the application of training tools on individuals
in the two test and control groups
-
A book had been provided for the research task from the Ministry of Education
and Training in KSA /management of the area of Al Qurayyat aimed at the
school where the study would be conducted
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
-
The manager of the school and Maths teacher for the first High School level of
the school had been met in the school. The nature of research had been explained
to them and the teacher was liaised with to conduct the research on the test
group based on an estimated continuation of 3 weeks at 5 weekly lessons
-
The researcher got the achievement marks of the female students at the end of
the first term considering that they represent the pre measurement in Maths for
the test and control groups for the study
-
The results of the study groups were validated before starting the experiment, by
finding all of the average values and standard deviation for the pre
measurements of each of the two groups then producing T Test results for the
independent samples to identify the variable value
-
The statistics and probability unit was studied using the training program that
was calculated for the female students of the test while the control group studied
the same unit by the ordinary method
-
A test analysis was applied for the low values in the study as a post
measurement on the control and test groups after finishing with the training
program
-
The answers of the individuals of the sample were extracted based on the
educational achievement test, measuring the mental effectiveness, measuring the
mathematical thinking and conducting statistical analysis using the statistics
program, SPSS.
3.7 Study variables: the study included the following variables:
First: independent variables: Methods of teaching: using the mathematical training
program and ordinary methods.
Second variables: Achievement tests: this is expressed by the average values for the marks
of the female pupils on low achievement tests in this study
3.8 Statistical resolution: In order to answer the research questions and investigate
its specifics, the average and standard deviation values were extracted for the marks of
the sample group in the two test and control groups. A Paired Sample Test was then
conducted to identify the difference between the pre and post measurements for the test
and control groups and accompanying ANCOVA test to identify the effects of the
training program on achievement.
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
4.
Discussion on results
What follows is a discussion of the results of the research aiming to identify the effects
of the established methods on consolidating between training for processes and
analysing the tasks on the achievement of the female students with learning disorders
in Maths in KSA:
What are the effects of established methods in consolidating between training and
procedures and analysing the tasks upon the achievement of female pupils with learning
disorders in Maths in KSA?
To answer this question, the average and standard deviation values for the pre
and most measurements were extracted for the control and test groups. An
Independent Sample T Test was applied for the previous measures to identify the
differences between the two groups in the post measurements. Table 4 shows that. A
Paired Sample T Test was applied to identify the differences between average pre and
post measurements for each group at the achievement level. Table 5 shows that.
The efforts of the groups in the study achievement test
Table 3: Independent Sample T Test to identify the results for the two groups in educational
achievement on the pre measurement
Group
Average
Standard
T
Degrees of
Statistical
Deviation
Value
freedom
significance
Control
62.73
5.74
Test
61.20
4.25
1.23
63
0.22
The results from table 3 show that the T Values are low and not statistically significant
at the significance level α
0.0
for the pre measurement. This shows that the
achievement of the two groups (controlled and test) in the pre measurement.
Table 4: Independent Sample T Test to identify the difference between the achievements of the
two groups in educational achievement in Maths for pupils in the foundation level in KSA
based on post measurement
Group
Average
Standard
T
Degrees of
Statistical
Deviation
Value
freedom
significance
Control
78.53
6.48
Test
83.40
7.51
2.77
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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0.01
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
The results from table 4 show that the T Values is statistically significant at the
significance level α
0.0
between the two groups test and control for the post
measurement. The differences were in favour of the test groups as the conduct of the
student in this group was better in the post measurement in the control group.
Table 5: Implementing a Paired Sample Test to identify the difference between the pre and post
measurements for the test and control groups in an academic achievement test
Group
Level Average
Control
Test
Standard
T
Degrees of
Statistical
Deviation
Value
freedom
significance
Pre
62.73
5.74
Post
78.53
6.48
Pre
61.20
4.25
Post
83.40
7.51
9.05
29
0.00
15.54
34
0.00
The results from table 5 show that there is a statistically significant difference between
the pre and post measurements for each of the two groups in academic achievement.
The T Value for the test group was 15.54 with a statistical significance of 0.00. The
differences were in favour of post measurement. The T Value for the control group was
9.05 with a statistical significance of 0.00. The differences were in favour of the post
measurement. It is noticed that the level of progress in the test group was better than
the control group.
To identify the effects of the established methods in consolidating between training and
procedures and analysing the tasks upon the achievement of female pupils with learning
disorders in Maths in KSA, an ANCOVA analysis was applied. Table 9 shows that.
Table 6: Results of the ANCOVA test to identify the difference between the two groups in the
academic achievement test in the post measurement with an accompanying pre measurement
test
Group
Squared
Degrees of
Average
F
Statistical
group
freedom
squared values
Value
significance
346.39
1
346.39
6.89
0.01
21.70
1
21.70
0.43
0.51
Error
3116.17
62
50.26
Corrected value
3520.46
64
Pre
measurement
Table 6 shows that there are statistically significant differences at the significance level
of 0.05 following the group variables. They were in favour of the test group. The results
European Journal of Education Studies - Volume 2 │ Issue 2 │ 2016
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
show that there is no difference in the educational achievement test at the pre
measurement. This confirms the effort between the two groups of pre and post
measurements.
The reason for that is using the established method for the processes and task
analysis that the researcher used to assess areas of children’s strength and weakness.
This goes back to parenting and benefitting from areas of strength and weakness and
people close to them. This step for the child goes back to identifying clear ground for
ways of dealing with them, which helps to increase their areas of response and
countering its areas of negativity. The researcher broke down the skills that the child
failed at in order to identify a series of behavioural and knowledge skills required to
conduct those skills.
Conclusion and Recommendations
Consolidating between special knowledge by the child and skills analysis helps to plan
the training methods and educational subjects that will be evaluated individually.
Areas of strength and weakness and skills that children failed on were analysed then
the two issues were consolidated until they planned the methods of teaching and
educational subjects that suit the student.
Perhaps the reason for using this method goes back to learning mathematical
skills that include numbers, numerical concepts, their symbols and numerical methods.
The sense of sight, spatial memory and remembering directions are key abilities to
implement and apply mathematical skills. The success of the student is built which lead
to presenting a noticeable analysis of foundation level female students.
Building on what preceded, the researcher gave a number of suggestions for
development such as the following:
1. Paying attention to using sensory stimuli, bright and familiar colours to allow a
gradual transition to common conceptual skills
2. Paying attention to teaching the processes to female students before using
analysis skills in learning using every sensory. Numerical skills by themselves
can be divided based on skills analysis methods
3. Paying attention to analysing the strengths and weaknesses and skills where
children fail then consolidating between the two issues. That is to make the
teaching plan and educational subjects successful, which suit the students’
abilities.
4. Knowing areas of strength and weakness gives us a clear area for dealing with
the child if they have many areas of strength that we try to encourage
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Mogbel Aid K. Alenizi THE EFFECTS OF ESTABLISHED METHODS IN CONSOLIDATING TRAINING PROCEDURES IN MATHS
FOR PUPILS WITH LEARNING DISORDERS: A CASE STUDY OF SAUDI ARABIA
5. Trying to conduct a study that includes a large sample that includes males and
females whereby the two can be compared in the analysis test.
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