Effectiveness of the Self-Monitoring Technique in Increasing Mathematics Multiplication Fluency of Students with Visual Impairments

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Kucukozyigit M. S., Ozdemir S.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.32, sa.3, ss.676-694, 2017 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Sayı: 3
  • Basım Tarihi: 2017
  • Doi Numarası: 10.16986/huje.2016018530
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.676-694
  • Anahtar Kelimeler: Low vision, students with visual impairments, self-monitoring technique, mathematics, multiplication, GENERAL-EDUCATION, ACADEMIC-PERFORMANCE, DEVELOPMENTAL-DISABILITIES, MANAGEMENT INTERVENTIONS, CHILDREN, INSTRUCTION, ATTENTION, ACCOMMODATION, COMPLETION, DIAGNOSIS
  • Hacettepe Üniversitesi Adresli: Hayır

Özet

The aim of this study was to investigate the effectiveness of the self-monitoring technique in increasing mathematics multiplication fluency of students with visual impairments. Participants of the study were three students with visual impairments aged between 11 and 14 and attended 5th grade classrooms at a second stage of a primary school for students with visual impairments located in Ankara. All students with visual impairments who used sight as a primary sense could read and write using large printed texts. The study has been conducted using a changing criteria design. The results of the study indicated that self-monitoring technique was highly effective in increasing the number of correct answers, accuracy rates of multiplication fluency and in reducing the number of incorrect answers in all students participated in the study. Overall, study results showed that the self-monitoring technique was effective in increasing multiplication fluency in students with visual impairments. The findings of the study also indicated that the accuracy rates and the correct answer rates of all students were maintained two weeks after the completion of the study. All participants expressed that the technique was easy to use and effective. Research findings were discussed and recommendations for future research and practice were provided.