Date of Publication
2009
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Special Education
Subject Categories
Special Education and Teaching
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Adviser
Perlita M. Jamoralin
Defense Panel Chair
Roberto T. Borromeo
Defense Panel Member
Hope Leyson
Lilia S. Bautista
Abstract/Summary
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) experience significant academic problems attributed to their symptoms of inattention, impulsivity and hyperactivity (National Institute of Mental Health, 2005). In the field of mathematics where focus and accuracy are essential, this problem is further complicated. Mathematics in nature is sequential as it builds on previously acquired knowledge, with numeracy skills honed during childhood being the most basic. The use of Computer Assisted Instruction (CAI) for numeracy instruction benefits children due to its presentation and interactivity features (Clements, 2002). There exists alignment in the motivational factors of CAI and the symptoms of children with ADHD (Lerner, 2000). This research aimed to develop a CAI Module on Enhancing Numeracy Skills of Preschoolers with ADHD following the ADDIE Model of Instructional Design by McArdle (1991) and the ARCS Model of Motivational Design by Keller and Keller (1994). The CAI Module covered topics under forward and backward number sequencing as identified by eleven (11) teachers of preschoolers with ADHD. Design considerations under the Motivating Interactivity in Multimedia (MIM) Checklist by Keller and Keller in terms of Management Interactivity (Pacing, Override and Selection) and Motivation Interactivity (Stimulus characteristics, Learner responses and Consequences) were also deemed important by the participant teachers. These were further rated as appropriately handled in the CAI Module by three (3) Special Education (SPED) experts. Pilot testing of the CAI Module to three (3) preschoolers with ADHD has proven its impact in terms of following, focusing on and accomplishing tasks. It is recommended that the integration of the CAI Module in the curriculum be planned and implemented. Evaluation and further development of the CAI Module are on-going processes that are also recommended.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG004419
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
vii, 79 p. ; ill. ; 28 cm. + 1 computer optical disc ; 4 3/4 in.
Keywords
Attention-deficit hyperactivity disorder; Attention Deficit Disorder with Hyperactivity; Computer-Assisted Instruction
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Recommended Citation
Alontaga, J. Q. (2009). A computer-assisted instruction (CAI) module on enhancing numeracy skills of preschoolers with attention-deficit hyperactivity disorder (ADHD). Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/3703