Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

Comparing the Solitary and Tablet Assisted Presentations of Direct Instruction Method in Teaching Science Topics to Students with Intellectual Disabilities

H. Aysun Karabulut, Ahmet Yikmiş

Bolu Abant İzzet Baysal University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.252

Pages: 362-377

Keywords: Intellectual Disability, Direct Instruction, Tablet Computer Application, Science Concepts

Abstract

The purpose of the study is to determine whether the solitary and tablet assisted presentations of direct instruction method differed in terms of efficiency and effectiveness in teaching science topics to students with intellectual disabilities and to obtain the opinions of participating students and their real-time teachers about two different instructions. The participants were four male students who had been diagnosed with intellectual disability. Adapted alternating treatments model, among single-subject research designs, was used in the study. The research findings indicated that the solitary and tablet assisted presentations of direct instruction method were both effective in teaching respiratory system and digestive system topics to students with mental disabilities, the participants could generalize what they had acquired to different settings and people, and they preserved what they had learnt 10, 20, and 35 days after the instruction was over. The productivity findings of the study implied that the tablet assisted presentation of the direct instruction method was more efficient. Social validity findings uncovered that students and teachers had positive opinions about the study.

References

  1. Acungil, A. T. (2014). Effectiveness of tablet computer instruction program (tacip) presented via audio-visual technologies on teaching the use of tablet computer to students with intellectual disability. Master’s Thesis, Anadolu University, Eskişehir.

  2. Aksüt, P., & Bahar, M. (2017). A diagnostic study on prospective science teachers' cognitive structure. Bolu Abant İzzet Baysal University Journal of Faculty Education, 17 (2), 526-549 https://doi.org/10.17240/aibuefd.2017.17.30227-326304

  3. Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P.,& Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities. Journal of autism and developmental disorders, 42(11), 2410-2419.

  4. Alptekin, S., & Özyürek, M. (2013). The effect of dırect ınstructıon wıth modelıng the socıal skılls by the peers of the mentally retarded student on hıs/her acquırıng, maıntaınıng and generalızıng the socıal skılls and hıs/her socıal acceptance. The Journal of Academic Social Science Studies. 6(8) ,31-58. http://dx.doi.org/10.9761/JASSS1898

  5. Ayas, A., Çepni, S., & Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440. https://doi.org/10.1002/sce.3730770406

  6. Bahçalı, T., & Özen, A. (2019). Effectiveness of Video Modeling Presented by Tablet PC teaching Job Interview Skills to Individuals with Developmental Disabilities), Education and Training in Autism and Developmental Disabilities, 54(3).249–262. http://daddcec.org/Publications/ETADDJournal.aspx

  7. Batu, S. (2008). Teaching adaptive behavior and academic skills. E. T. İftar,(Ed) Education of children with behavior and learning problems. (p181-198). Eskişehir: Anadolu Universitei Web-Ofset Tesisleri

  8. Boşnak, Ö., Yıkmış, A., & Cavkaytar, A. (2015). Teachıng functıonal readıng skılls to chıldren wıth autısm vıa tablet pc program . ODU Journal of Social Sciences Research, 5(13), 255–279.

  9. Campigotto, R.I., McEwen, R., & Demmans Epp, C. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60, 74-86. http://dx.doi.org/10.1016/j.compedu.2012.08.002

  10. Cullen, J. M. (2013). Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities. Doctoral dissertation, The Ohio State University.

  11. Çakır, S. (2006). An investigation of effectiveness of the social skills training conducted through direct insruction approach formentally retarded students. Master Thesis, Gazi University, Ankara.

  12. Çapraz. C. (2016). Teaching solid-liquid-gas states of some substances to students with intellectual disabilities in a secondary special sub-class through direct instruction method. Doctoral Dissertation, Atatürk University, Erzurum.

  13. Çıkılı- Soylu, D., Dağseven Emecen, D., & Yıkmış, A. (2019). Comparison of direct teaching method and schematic teaching method on teaching science to the students with mild mental disabilities. Kalem Internatıonal Journal of Educatıon and Human Scıences,, 9(1), 1-25,

  14. Dağseven-Emecen, D. (2011). Comparison of direct instruction and problem solving approach in teaching social skills to children with mental retardation. Educational Sciences:Theory and Practice . 11(3), 1403-1420.

  15. Doenyas, C., Şimdi, E., Özcan, E. Ç., Çataltepe, Z., & Birkan, B. (2014). Autism And Tablet Computers in Turkey: Teaching Picture Sequencing Skills Via A WebBased ipad Application. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2014.04.002

  16. Ekergil, İ. (2000). Effects of direct instruction through natural language use on teaching polar concepts to children with mental retardation. Master Thesis, Anadolu University. Eskişehir.

  17. Genç-Tosun, D. & Kurt, O. (2017).Teaching multi step requesting to children with autism spectrum disorder using systematic instruction and a speech generating device,” Augmentative and Alternative Communication, 33(4). 213–223, https://dx.doi.org/10.1080/07434618.2017.1378717

  18. Gürses, A., Açıkyıldız, M., Bayrak, R., Yalçın, M., & Doğar, Ç. (2004). Science education: a cultural overview). Kastamonu Journal of Educatıon ,12(1), 31-40.

  19. Güzel, R. (1999). Application of direct instruction method in teaching story comprehension skills.  Education and Science, 23(111).

  20. Hammond, D. L., Whatley, A. D., Ayres, K. M., & Gast, D. L. (2010). Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 525.

  21. İlik, Ş. Ş. (2009). An evaluation of the effectiveness of direct teaching methods on learning concepts of children with mild learning difficulties related to science and technology course. Master Thesis. Selçuk University. Konya.

  22. Kagohara, D. M., Sigafoos, J., Achmadi, D., van der Meer, L., O’Reilly, M., & Lancioni, G. (2011). Teaching Students With Developmental Disabilities To Operate An Ipod Touch To Listen To Music. Research in Developmental Disabilities, 32, 2987–2992.

  23. Kaplan, G. ve Çifci Tekinarslan. (2013). Ways of perception of basic astronomy terms of 5th grade primary school students with/without mental retardation). Elementary Education Online, 12(2), 614-627.

  24. Karabulut, A., & Özkubat, U. (2021). Effective Methods and Techniques in Teaching Mathematics. Kargın, T. Güldenoğlu, B. İ. (Ed), Teaching Mathematics in Special Education. (Pp. 70-106). Pegem Academy Publishing.

  25. Karakoç, T. (2016). The contribution of guided discovery model of inquiry - based approach to visually impaired students acquisition of experimental procedures, academic success and attitudes towards sciences). Doctoral Dissertation, Gazi University, Ankara.

  26. Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. (2012). Using explicit instruction to teach science descriptors to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 378-389.

  27. Kot, M. (2019). Comparison of different presentations of touchmath technique in the teaching of multiplication and division processes for intellectual disability. Doctoral Dissertation. Abant İzzet Baysal University. Bolu.

  28. Liu, G.Z., Wu, N.W. ve Chen, Y.W. (2013). Identifying emerging trends for implementing learning technology in special education: A state-of-the-art review of selected articles published in 2008–2012. Research in Developmental Disabilities, 34, 3618-3628. https://doi.org/10.1016/j.ridd.2013.07.007

  29. Mete, P. (2016). Teaching the features of some matters - 'hard-soft'- through direct teaching method to intellectually disabled students in a special subclass of a middle school, Doctoral Dissertation, Atatürk University, Erzurum.

  30. MoNE. (2018) http://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/123.

  31. Olsen, J. K. (2007). Impacts of technology-based differentiated ınstruction on special needs students in the context of an activity-based middle school science instructional Unit. Unpublished Doctoral Dissertation. University of Arizona/ Department of Teaching and Teacher Education, Arizona, ABD.

  32. Öner, G. (2018). The effectiveness of teaching classification of living things and plants unit through computer aided teaching method in science courses to mentally - handicapped children).Master’s Thesis, Necmettin Erbakan University, Konya.

  33. Özak, H., & Avcıoğlu, H. (2012). The effects of simultaneous prompting presented via computer on the reading skills of mentally disability students. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 11(2), 33–50.

  34. Özbek, A. B. (2014). Effectiveness of the tablet computer assisted intervention program on the improvement of reading fluency of students with learning disabilities. Master’s Thesis, Dokuz Eylül University, İzmir.

  35. Özkubat, U., Karabulut, A., & Uçar, A. S. (2021). Investigating the effectiveness of star strategy in math problem solving. Journal of Progressive Education.

  36. Özokcu, O., Akçamete, A. G., & Özyürek, M. (2017). Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings. Journal of Education and Training Studies, 5(4), 214–226. https://dx.doi.org/doi:10.11114/jets.v5i4.2294

  37. Öztürk, H. Z., & Yıkmış, A. (2020). The effectiveness of touch math to teach number-object matching via simultaneous prompting on a tablet computer. Ankara University Faculty of Educational Sciences Journal of Special Education. 21(4), 639–662. https://doi.org/10.21565/ozelegitimdergisi.518651

  38. Sola Özgüç, C., & Cavkaytar, A. (2016). Developing technology supported ınstructional activities in a class of middle school students with ıntellectual disability. TED Education and Science, 41(188), 197–226. https://dx.doi.org/%2010.15390/EB.2016.6691

  39. Sola-Özgüç, C. (2015). Developing technology supported ınstructional activities in a class of middle school students with ıntellectual disability. Doctoral Dissertation, Anadolu University, Eskişehir.

  40. Tekin-İftar, E. (2012). Single-subject studies and basic concepts. Single-subject research in education and behavioral sciences. Ankara: Turkish Psychologists Association.

  41. Türker Yıldırım, Ç., & Çifci Tekinarslan, İ. (2020). Analyzing the efficiency and effectiveness of the use of diagnostic branched tree technique for the teaching of the science lesson to a student with intellectual disability). Abant İzzet Baysal University Journal of Faculty Education. 20(1), 623–643. https://doi.org/10.17240/aibuefd.2020.20.52925-638923

  42. Uçar, K. (2017). Problem solving. Gürsel O. (Ed.), Planning and Application of Teaching Mathematical Skills and Concepts to Students with Special Needs. (pp. 141-166). Vize Publishing.

  43. Vuran, S. & Çelik S. (2013). Concept teaching with examples. Vize Publishing.

  44. Wood., A. L. (2014). Effects of systematic instruction on listening comprehension of science e-texts for students with moderate intellectual disability. Unpublished Doctoral Dissertation. The University of North Carolina, Charlotte.

  45. Yener, D., & Yılmaz, M. (2017). The relationship between teacher candidates' learning styles and their conceptions about teaching and learning and their science teaching efficacy beliefs. Abant İzzet Baysal University Journal of Faculty Education. 17(2), 1016–1038. https://doi.org/10.17240/aibuefd.2017.17.30227-326612

  46. Yılmaz, H. C. (2017). The effectiveness of schematic organizer presented through direct instruction on the teaching of a science content to the children with multiple disabilities and visual impairment. Master’s Thesis, Gazi University. Ankara.