The Effects of Instructional Interventions on the Academic Achievement of Students with Mathematical Learning Difficulties

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dc.contributor.authorFiliz, Tunahan
dc.date.accessioned2024-10-04T18:53:54Z
dc.date.available2024-10-04T18:53:54Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractIntroduction: The aim of this study is to make an up-to-date and detailed analysis by synthesizing different types of primary studies that examine the effect of instructional interventions for students with mathematical learning difficulties on academic achievement. Method: Different types of studies that examine the effects of instructional interventions for students with mathematics learning difficulties on academic achievement were analyzed using meta-analysis method. The effect size values of the studies, the test of heterogeneity, publication bias and information about the moderator analysis were calculated using the CMA (Comprehensive Meta Analysis) statistical program. Findings: The study revealed that intervention programs prepared for students with mathematical learning difficulties had a wide effect on the academic achievement levels of students (Hedge g = 0.764, %95 CI = 0.494-1.033). Discussion: The overall effect size (0.764) obtained from the studies shows that instructional interventions have a positive effect on the mathematics performance of students with learning difficulties. It is seen that different instructional interventions have been developed in order to support these students. The instructional interventions support students in the process of learning mathematics, and continue to raise awareness on the learning difficulties. As a result, it can be stated that more instructional intervention studies are needed.en_US
dc.identifier.doi10.21565/ozelegitimdergisi.713496
dc.identifier.endpage1055en_US
dc.identifier.issn1304-7639
dc.identifier.issn2149-8261
dc.identifier.issue4en_US
dc.identifier.startpage1025en_US
dc.identifier.trdizinid472054en_US
dc.identifier.urihttps://doi.org/10.21565/ozelegitimdergisi.713496
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/472054
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3781
dc.identifier.volume22en_US
dc.identifier.wosWOS:000725888900010en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherAnkara Univ, Fac Educational Sciencesen_US
dc.relation.ispartofAnkara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematics learning disabilitiesen_US
dc.subjectdyscalculiaen_US
dc.subjectlearning environmenten_US
dc.subjectinstructional interventionen_US
dc.subjectcomputer based instructionen_US
dc.titleThe Effects of Instructional Interventions on the Academic Achievement of Students with Mathematical Learning Difficultiesen_US
dc.typeReview Articleen_US

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