The Effects of a Direct Instruction Program on the Fraction Performance of Middle School Students At-risk for Failure in Mathematics

Flores, Margaret M.; Kaylor, Maria
June 2007
Journal of Instructional Psychology;Jun2007, Vol. 34 Issue 2, p84
Academic Journal
The current exploratory study investigated the effects of a Direct Instruction program implemented with middle school students identified as at-risk for failure in mathematics. Direct Instruction has typically been implemented with students with disabilities in separate special education settings. However, this study examined the extent to which this kind of instruction could be integrated into a general education setting. The study took place in a rural middle school in which the majority of the students were from culturally and linguistically diverse backgrounds. The participants were seventh grade students who had failed the state-mandated annual assessment at least twice and who were identified as at-risk for failure. The students participated in fourteen lessons of the Direct Instruction fraction program. Student progress was assessed using curriculum-based pre and post-tests and the data were analyzed using a t-test. Participation in the program resulted in significant increases in fraction skills. The students also demonstrated increases in appropriate and on-task behavior during the intervention.


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