EFFCTIVENESS OF DIRECT INSTRUCTION AND TASK ANALYSIS IN ENHANCING MATHEMATICS PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES IN SELECTED SECONDARY SCHOOLS IN MORO LGA ILORIN
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Date
2014-01-31
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Publisher
College of Education Kwara State University, Malete
Abstract
The study investigated the effectiveness of direct instruction (DI) and task analysis (TA) in enhancing mathematics performance of students with learning disabilities in selected secondary schools in Moro LGA Ilorin. The study adopted pre-test, post-test, quasi experimental research design, using 3x2 factorial matrix. Two instruments were used to select participants. Two hypotheses were tested at 0.05 level of significance. A total of 60 participants were used for the study. The data gathered were analyzed using analysis of covariance (ANCOVA). The result revealed significant difference in the mathematics performance of participants exposed to DI and TA, as well as the Control group [F(2.53)=32.12: P less then 0.05, Eta Square =0.548]. Also, there was no significant difference in TA (X=9.95), and DI (X=10.321).
Based on the findings, the study recommended that DI and TA should be used jointly as a method by mathematics teachers in improving mathematics performance of students with learning disabilities.
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