Effects of Direct Instruction Common Core Math on Students With Learning Disabilities

U.S. students with learning disabilities’ math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson’s theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pretesting and intervention. Results of ANOVAs were significant at the α-levels of . 05 (F (1,78) = 233.66 p < . 001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students’ graduation rates and promoting students’ engagement in school and beyond. Effects of Direct Instruction Common Core Math on Students With Learning Disabilities by Joseph Ifeanyi Monye MS, City University of New York, 2005 BS, University of Arkansas, 1995 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University December 2016 Dedication This page is dedicated to Collette Ewere Monye, who advised that I undertake a doctoral study instead of law. To Allison: this struggle was made possible due to your wisdom and strong commitment to see that I succeed. Despite all the odds against success, our lives are intertwined. I am also grateful to my five children: Amachi Mokwuyem-Monye (California), Emeka (Virginia), Iris (Arkansas), and Echeanu (New York), and the very precocious and all-knowing Misan. Acknowledgments Here is a nice place to thank the faculty, family members, and friends who have helped me reach this point in my academic career. This doctoral dissertation is in keeping with the traditions of the scholar-practitioner work ethic and good citizenship that have been inculcated in me throughout the past five years. Thanks to Walden University’s APA stylist, Martha King, for formatting the procedures used here. Much appreciation goes to the following professors: Dr. Charles Nwanegwo, Dr. Phyllis LeDosquet, Dr. Linda Crawford, Dr. Wade Smith, Dr. Evelyn Johnson, Dr. Dawidowicz, Dr. Safran, Mr. Anthony Mbanaja, Dr. Barry Birnbaum, the late Dr. MaryAnne Marvil, and Dr. Eicher. Come to think of it, who ever thought I would have made it to this point, wherein half of the time I found myself broke, and the other half, I found myself encumbered with health issues? I must extend thanks to my entire dissertation members, and especially, to my previous Chairs: Dr. Robert Kefferstan and the always empathetic Dr. Joseph E. Nolan, the “real McCoy”. His initial programming help and mentorship made it all possible.