The Effectiveness of Modified Conceptual Model-Based Problem-Solving in Teaching Word Problem-Solving Skills to Students with Specific Learning Disabilities

Year 2025, Erken Görünüm, 1 - 24

Özge Özlü Ünlü , Ahmet Yıkmış

https://doi.org/10.21565/ozelegitimdergisi.1443417

Abstract

Introduction: Word problem-solving skills require the correct and appropriate use of cognitive and metacognitive strategies. Individuals with specific learning disabilities (SLD) use these strategies less than their peers and experience significant difficulties employing the strategies they have in appropriate contexts and choosing the right strategy. Therefore, the objective of the present study is to determine the effect of Modified Conceptual Model-Based Problem-Solving (COMPS) on the word problem-solving skills of students with specific learning disabilities.
Method: The study used the multiple probe design with probe trials across subjects, one of the single-subject research methods. Three students aged 10-11 years who were diagnosed with learning disabilities and studying in the fourth and fifth grades constituted the study subjects.
Findings: The findings showed that Modified COMPS was effective in improving the performance of students with learning disabilities in comparison word problems including one-step addition or subtraction and the subjects maintained their performance two, four, and six weeks after the instruction was completed and could generalize this performance and the strategies they employed to the real classroom environment. Furthermore, the students could generalize the strategy they learned to part-whole, separating, and joining word problems including one-step addition or subtraction. The data obtained from the think-aloud protocols demonstrated that the cognitive and metacognitive strategies the students used before the instruction increased and diversified significantly for all problem types after the instruction. According to the social validity findings, the students, their teachers, and parents expressed positive opinions about the study.
Discussion: The findings of the current study, which taught different cognitive and metacognitive strategies to students with learning disabilities, support and generalize the findings of the research conducted with students with special needs in the literature.

Keywords

Cognitive strategy instruction, self-regulated strategies, word problem-solving, learning disability, think-aloud protocol

Özel Öğrenme Güçlüğü Olan Öğrencilere Sözel Problem Çözme Becerilerinin Öğretiminde Uyarlanmış Kavramsal Model Temelli Öğretimin Etkililiği

Abstract

Giriş: Sözel problem çözme becerisi, bilişsel ve üstbilişsel stratejilerin doğru ve uygun şekilde kullanılmasını gerektirmektedir. Özel öğrenme güçlüğü (ÖÖG) olan bireylerin akranlarına kıyasla, bu stratejileri daha az kullandıkları, ayrıca sahip oldukları stratejileri uygun bağlamlarda kullanmada ve doğru stratejiyi seçmede belirgin güçlükler yaşadıkları görülmektedir. Bu gerekçeyle mevcut araştırmanın amacı, Uyarlanmış Kavramsal Model Temelli Öğretim (KMTÖ) paketinin özel öğrenme güçlüğü olan öğrencilerin sözel problem çözme becerilerine etkisini belirlemektir.
Yöntem: Araştırmada tek denekli araştırma yöntemlerinden denekler arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Dördüncü ve beşinci sınıfa devam eden, 10-11 yaşlarında ve öğrenme güçlüğü tanısı olan üç öğrenci, araştırmanın deneklerini oluşturmaktadır.
Bulgular: Bulgular, Uyarlanmış KMTÖ paketinin öğrenme güçlüğü olan öğrencilerin tek aşamalı toplama ya da çıkarma işlemi gerektiren karşılaştırma türündeki sözel problemlere yönelik performanslarını artırmada etkili olduğunu ve deneklerin performanslarını öğretimin tamamlanmasından iki, dört ve altı hafta sonra sürdürdüklerini, ayrıca bu performanslarını ve kullandıkları stratejileri gerçek sınıf ortamına genelleyebildiklerini göstermiştir. Bununla birlikte öğrencilerin öğrendikleri stratejiyi, tek aşamalı toplama ya da çıkarma işlemi gerektiren parça-bütün, ayırma ve birleştirme türündeki sözel problemlere genelleyebildikleri bulgulanmıştır. Sesli düşünme protokollerinden elde edilen veriler, öğrencilerin öğretim öncesi kullandıkları bilişsel ve üstbilişsel stratejilerinin öğretim sonrasında tüm problem tipleri için önemli ölçüde arttığını ve çeşitlendiğini göstermiştir. Sosyal geçerlik bulguları öğrencilerin, öğretmenlerinin ve ebeveynlerinin çalışmaya yönelik olumlu görüş sunduklarını göstermiştir.
Tartışma: Öğrenme güçlüğü olan öğrencilere farklı bilişsel ve üstbilişsel stratejilerin öğretimine yer veren mevcut araştırmanın bulguları, alanyazında özel gereksinimli öğrencilerle yapılan araştırmaların bulgularını destekler ve geneller niteliktedir.

Keywords

Bilişsel strateji öğretimi, kendini düzenleme stratejileri, sözel problem çözme, öğrenme güçlüğü, sesli düşünme protokolü

Ethical Statement

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Supporting Institution

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Thanks

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