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首页> 外文期刊>Journal of computers in mathematics and science teaching >Multimedia Open Educational Resources in Mathematics for High School Students with Learning Disabilities
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Multimedia Open Educational Resources in Mathematics for High School Students with Learning Disabilities

机译：学习障碍高中生的数学多媒体开放教育资源

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摘要

Open Educational Resources (OER) can offer educators the necessary flexibility for tailoring educational resources to better fit their educational goals. Although the number of OER repositories is growing fast, few studies have been conducted to empirically test the effectiveness of OER integration in the classroom. Furthermore, very little is known about the benefits of utilizing OER in high school mathematics classrooms for students with learning disabilities. The purpose of this study was to examine the effects of Multimedia Open Resources for Education (MORE) on the mathematics performance and motivation of high school students diagnosed with learning disabilities. The independent variable was the use of three MORE to supplement mathematics instruction. The outcome measures included students' achievement and motivation. At the end of the four-week study, a posttest was conducted, followed by the Course Interest Survey (CIS) based on Keller's ARCS motivational theory.The results showed that the achievement test scores between the experimental group and the control group were not significantly different. However, the results of the CIS showed a statistically significant difference in motivation between the two groups (p < .05) in all of the four motivational components -attention, relevance, confidence, and satisfaction.
机译：开放式教育资源（OER）可以为教育工作者提供必要的灵活性，以调整教育资源以更好地适应他们的教育目标。尽管OER储存库的数量正在快速增长，但很少进行研究来在教室中凭经验测试OER集成的有效性。此外，对于在中学数学课堂上对有学习障碍的学生使用OER的好处知之甚少。这项研究的目的是检验多媒体开放教育资源（MORE）对诊断为学习障碍的高中学生的数学表现和动机的影响。自变量是使用三个MORE来补充数学说明。成果衡量标准包括学生的成就和动机。在为期4周的研究结束后，进行了一次后测，然后进行了基于凯勒的ARCS动机理论的课程兴趣调查（CIS），结果表明，实验组和对照组之间的成绩测验得分不显着不同。但是，CIS的结果显示，在动机，注意力，相关性，自信心和满意度这四个动机成分中，两组之间的动机在统计学上有显着差异（p <.05）。

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