Self-instruction versus external instruction: Individual differences and training effectiveness
Tóm tắt
The effectiveness of self-instructional and external instructional approaches to teaching math skills was examined with nonretarded first-graders and mildly mentally retarded children. In addition, the relationship between the children's math knowledge base, language proficiency, and attributional style and their performance under the two instructional conditions was assessed. The results suggested differential effects of training on the children's performance. Mentally retarded children performed with greater accuracy under the self-instruction relative to external instruction, while normal ability children did not differ in accuracy under the two instructional formats. In addition, children with a lower math knowledge base performed better under self-instruction than with external instruction. Neither language proficiency nor attributional style predicted performance accuracy. Secondary analyses of number of problems solved suggested that whereas self-instruction was more beneficial than external instruction for mentally retarded children, the opposite was true for the nonretarded children. The educational and theoretical implications of the results were discussed.
Tài liệu tham khảo
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