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THE EFFECTS OF AN ICT-APPLIED PROGRAM ON MULTIPLICATION,
DIVISION ABILITIES AND TASK-ACHIEVING TIME OF STUDENTS WITH
MENTAL RETARDATION
Young Chul Lee1*, Bong Ho Kim2, and Hyang Ji Kim3
1Woosuk University, Jeonju, Korea, 2Kwangju Technical High School, Kwangju, Korea,
and 3Widuk University, Kyungbuk, Korea
Introduction
Independent living skills are necessary to live a community-based life. Students with
mental retardation need the functional skills to achieve independent living.
Mathematical ability is one of those functional skills.
To achieve independent living, student with mental retardation should understand
basic numerical concepts and acquire basic calculation skills. If students with mental
retardation don’t acquire calculation skills, they fine it difficult to buy objects and use
public transportation in general social life (Kim, 2003).
Students with mental retardation have been taught mathematics through a
descriptive teaching method and have been unable to participate in active learning.
Because it can add alternative new technology linking video and audio software-
programs, computers can be an effective learning tool. Students with disabilities can
control the mouse or keyboard of the computer enabling then see moving images, and
hear sounds. It helps students with mental retardation to improve educational effects
(Kim, 1996).
An ICT (information and communication technology)-applied program uses
information communication skills to achieve instruction-learning objectives of each
student. Therefore, ICT can be an effective educational media. There is class of
instruction-learning that use an educational CD-ROM or internet at web
(http://www.ict-class.x-y.net/).
Recently the internet has become an important teaching tool by providing ICT-
applied programs for web-based education (Greening, 1998; Westera & Sloep, 1998).
ICT-applied programs on mathematics enables students to search, interpret,
experiment, apply and use the mathematical concepts and practical data. It also enables
students to understand easily mathematical relations, patterns, and various graph (Korea
Education Academy Information Center, 2001).
The effects of the ICT-applied program on mathematics will be measured in this
research.
The purpose of this research was to investigate the effects of an ICT-applied
program on multiplication, division abilities and task-achieving time of students with
mental retardation.
Method
Participants
Three students with mental retardation were recruited. The students with mental
retardation attended special classes at K Technical High School in Kwangju City, Korea.
The chronological age(CA) of the students was 18 years old. The IQs of the three
students, calculated using the standard score from KEDI-WISC (Park et al., 1987) were
63, 70 and 65. The SQs of the three students were calculated using the standard score
from the Social Maturity Scale (Kim & Kim, 1995) were 73, 65, 71.
The present multiplication and division abilities of three students were measured
using a criterion-referenced test. Student 1 could use addition, subtraction and
multiplication tables. Student 1 also demonstrated an interest in computer operation.
Student 2 could also use addition, subtraction, and multiplication tables. He could solve
double digit by single digit problems without regrouping. However, he was unable to
solve additions and subtractions word problems well. Student 3 could use addition,
subtraction, and multiplication tables. He could solve double digit by single digit
multiplication problems and understood simple division well.
Measurement
The experimental tools consisting of third grade multiplication and division problems
found at (http://www.edunet4u.net) were used. In order to investigate the effects of ICT-
applied programs on multiplication and division abilities, three types of testing tools of
ten double digit multiplication problems and ten simple division problems were made.
Design
The design of this research was multiple probes across subjects.
Procedure
The experimental period was from May 13th to July 24th, 2004. The experimental
phase was divided into four phases called baseline, intervention, break, and maintenance.
The experimental setting was a classroom that had a multimedia computer.
Participants could only operate the basic functions of the computer. Participants learned
keyboard usage and could use the mouse and internet. When they passed each lesson
five times in a row, preliminary education stopped.
The ICT program used was “Yahoo Ggurugy Multi-Learning” at
(http://www.kr.kids.yahoo.com). First, each participant executed the power point
program on the initial window screen. Second, after each participant shifted from the
initial screen to the learning guide screen, they select multiplication problems from the
learning guide screen. Third, after the participants practiced their selected problems,
they solved the problem in the criterion-referenced test. The procedure of division was
the same as for the multiplication procedures.
During the baseline phase, the participants were tested on the ten double digit
multiplication problems with additional problems of addition of single and double digit
numbers. Then they were tested with ten division problems that could be completed
with remainders without supervision.
During the intervention phase, the participants were taught by a supervisor with ICT
programs. Intervention was executed three times a week from May 13th to July 24th,
2004. The ICT-applied program contained five multiplication and division problems per
session.
Break phase was seven days after intervention.
Maintenance of intervention was measured as baseline.
Data Analysis
Correct answers were analyzed and assigned percentage point (1%) each experimental
phase.
Results
Change of Multiplication Abilities
The multiplication abilities of the three participants, showing their use of the ICT-
applied program during the baseline, intervention, and maintenance phases, are
presented in Table 1, and Figure 1. Each number represents the percentage of
multiplication achievement score.
<Table 1> Average and Range of Multiplication Achievement Percentage
Participant Baseline
average(ranges)
Intervention
average(ranges)
Maintenance
average(ranges)
S1 0(0-0) 84.0(30-100) 93.3(90-100)
S2 0(0-0) 38.7(0-60) 56.7(50-60)
S3 26.0(20-30) 72.5(50-90) 90.0(90-90)
During the baseline phase, the percentage of the three participants was below 26.0%.
The average percentage of Student 1 and 2 were 0%, and Student 3 was 26.0%.
In the maintenance phase, the three participants scored between 56.7% and 93.3%.
The average percentage of Student 1 was 93.3%, Student 2 was 56.7%, and Student 3
was 90.0%.
Figure 1 shows the intervention effects from baseline to maintenance for each
participant.
Baseline Intervention Break Maintenance
Figure 1. Multiplication Achievement Percentage of Each Participant
Change of Division Abilities
The division abilities of the three participants, showing their use of the ICT-applied
program during baseline, intervention, and maintenance phase, are presented in Table 2
and Figure 2. Each number represents the percentage of division achievement score.
<Table 2> Average and Range of Division Achievement Percentage
Participant Baseline
average(ranges)
Intervention
average(ranges)
Maintenance
average(ranges)
S1 0(0-0) 88.0(30-100) 100(100-100)
S2 0(0-0) 45.3(0-60) 63.0(50-70)
S3 32.0(20-40) 76.3(40-100) 90.0(80-100)
During the baseline phase, the percentage of the three participants was below 32.0%.
The average percentage of Student 1 was 0%, Student 2 was 0%, and Student 3 was
32.0%
In the maintenance phase, the three participants scored between 63.0% and 100%.
The average percentage of Student 1 was 100%, Student 2 was 63.0%, and Student 3
was 90.0%
Figure 2 shows the intervention effects from baseline to maintenance for each
participant.
Baseline Intervention Break Maintenance
Figure2. Division Achievement Percentage of Each Participant
Change of Task-Achieving Time of Multiplication
The task-achieving time of multiplication of the three participants, showing their use of
the ICT-applied program during baseline, intervention, and maintenance phases, are
presented in Table 3 and Figure 3. Each number represents the average minutes of task-
achieving time of multiplication.
<Table 3> Average and Range of Multiplication Task Achieving Time
Participant Baseline
average(ranges)
Intervention
average(ranges)
Maintenance
average(ranges)
S1 10΄42" (10-11) 6΄48" (4-10) 4΄42" (4-5)
S2 16΄18"(15-17) 14΄24" (12-17) 11΄ (10-12)
S3 8΄(7-9) 5΄24" (4-8) 6΄ (5-7)
During the baseline phase, the task-achieving time of the three participants took
over eight minutes. The average task-achieving time of Student 1 took ten minutes and
forty two seconds, Student 2 took sixteen minutes and twelve seconds, and Student 3
took eight minutes.
In the maintenance phase, the task-achieving time of the three participants took from
four minutes and forty two seconds to eleven minutes. The average task-achieving time
of Student 1 took four minutes and forty two seconds, Student 2 took eleven minutes,
Student 3 took six minutes.
Figure 3, shows the task-achieving time of multiplication decreased in the
maintenance phase from the baseline phase.
Baseline Intervention Break Maintenance
Figure 3. Multiplication Task Achieving Time of Each Participant
Change of Task-Achieving Time of Division
The ask-achieving time of division of the three participants, showing their use of the
ICT-applied program during baseline, intervention, and maintenance phases, are
presented in Table 4 and Figure 4. Each number represents the average minutes of task-
achieving time of division.
΄42"
<Table 4> Average and Range of Division Task Achieving Time
Participant Baseline
average(ranges)
Intervention
average(ranges)
Maintenance
average(ranges)
S1 7΄42" (7-8) 6΄36" (3-10) 6΄42" (6-7)
S2 12΄42" (12-13) 10΄ (6-15) 8΄18" (7-10)
S3 6΄24" (5-7) 5΄36" (3-8) 4΄ (3-5)
During the baseline phase, the task-achieving time of the three participants took
over six minutes and twenty four seconds. The average task-achieving time of Student 1
took seven minutes and forty two second, Student 2 took twelve minutes and forty two
second, and Student 3 took six minutes and twenty four seconds.
In the maintenance phase, the task-achieving time of the three participants took from
four minutes to eight minutes and eighteen seconds. The average task-achieving time of
Student 1 took six minutes and forty two seconds, Student 2 took eight minutes and
eighteen minutes seconds, Student 3 took four minutes.
As you can see in the Figure 4, task-achieving time of division decreased in
maintenance phase than baseline phase.
Discussion
As can be seen in Figures 1 and 2, the ICT-applied program had an effect on acquisition
and maintenance of each participant’s multiplication and division abilities. In addition,
Figures 3 and 4 shows the ICT-applied program had an effects reducing of task-
achieving time (Greeing, 1998; Kim, 1996; Westra & Sloep, 1998; http://www.ict-
class.x-y.net).
It is reported that most of the ICT-applied programs had an effect on the
improvement of arithmetic skills. This ICT-applied program also seems to have
meaningful intervention effects. Therefore, the ICT-applied program of this research
should be viewed as facilitating multiplication and division abilities in students with
mental retardation. In addition to facilitating multiplication and division abilities, this
program also showed the reduction of task-achieving time of multiplication and division.
Participants showed acquisition and maintenance effects in multiplication and
division abilities and showed a reduction of task-achieving time. But participants
showed different improvement of multiplication and division abilities. In multiplication
and division abilities, Student 1 showed the most increase followed by Student 3 and
Student 2. In multiplication task-achieving time, Student 1 showed the most
improvement followed by Student 2 and Student 3. But in the division task-achieving
time, Student 2 showed most improvement next followed by Student 3 and Student 1.
Each participant showed different results between multiplication and division
abilities and task-achieving time. In particular Student 1 showed a large reduction on
multiplication task-achieving time, but showed little reduction in division task-
achieving time. This may be because arithmetic skills need various thinking process
instead of only single calculation skills.
This research did not attempt to determine whether or not ICT-applied program is
the best way to improve multiplication and division abilities in student with mental
retardation, but only whether it represents a viable intervention.
Conclusions
The results in this research suggest that ICT-applied programs can facilitate the
multiplication and division abilities and decrease task achieving time. In conclusion,
first, student with mental retardation could facilitate multiplication and division abilities
by using the ICT-applied program. Second, students with mental retardation could
facilitate task-achieving time of multiplication and division with ICT-applied programs.
References
Greening, T. (1998). Building the constructivist toolbox: An exploration of cognitive
technologies. Education Technology, 38(2), 23-25.
Kim, S., & K, O. (1995). Social Maturity Scale. Seoul: Special Education Publishing Co.
Kim, Y. (1996). Computer aided instruction. Hyunjangtucksookyoyuk.6, Korea Institute
of Special Education, 104-111
Kim, Y. (2003). Effects of self-instruction training on addition task solving of student
with mental retardation. Unpublished master dissertation, Graduate school of
education, Chosun University.
Korea Education Academy Information Center (2001). ICT-applied education in-
service training for field education supporter. Korea Education Academy
Information Center.
Park, K., Yoon, J., Park, H., & Kwon, K. (1987). KEDI-WISC. Seoul: Special Education
Publishing Co.
Westra, W.,& Sloep, P. (1998). The virtual company: Toward a self-directed,
competence-based learning environment in distance education. Educational
Technology, 38(1), 32-37.
http://www.edunet4u.net
http://www.gnedu.net/index.htm
http://www.ict-class.x-y.net
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