THE EFFECTS OF AN ICT-APPLIED PROGRAM ON MULTIPLICATION,

DIVISION ABILITIES AND TASK-ACHIEVING TIME OF STUDENTS WITH

MENTAL RETARDATION

Young Chul Lee1*, Bong Ho Kim2, and Hyang Ji Kim3

1Woosuk University, Jeonju, Korea, 2Kwangju Technical High School, Kwangju, Korea,

and 3Widuk University, Kyungbuk, Korea

Introduction

Independent living skills are necessary to live a community-based life. Students with

mental retardation need the functional skills to achieve independent living.

Mathematical ability is one of those functional skills.

To achieve independent living, student with mental retardation should understand

basic numerical concepts and acquire basic calculation skills. If students with mental

retardation don’t acquire calculation skills, they fine it difficult to buy objects and use

public transportation in general social life (Kim, 2003).

Students with mental retardation have been taught mathematics through a

descriptive teaching method and have been unable to participate in active learning.

Because it can add alternative new technology linking video and audio software-

programs, computers can be an effective learning tool. Students with disabilities can

control the mouse or keyboard of the computer enabling then see moving images, and

hear sounds. It helps students with mental retardation to improve educational effects

(Kim, 1996).

An ICT (information and communication technology)-applied program uses

information communication skills to achieve instruction-learning objectives of each

student. Therefore, ICT can be an effective educational media. There is class of

instruction-learning that use an educational CD-ROM or internet at web

(http://www.ict-class.x-y.net/).

Recently the internet has become an important teaching tool by providing ICT-

applied programs for web-based education (Greening, 1998; Westera & Sloep, 1998).

ICT-applied programs on mathematics enables students to search, interpret,

experiment, apply and use the mathematical concepts and practical data. It also enables

students to understand easily mathematical relations, patterns, and various graph (Korea

Education Academy Information Center, 2001).

The effects of the ICT-applied program on mathematics will be measured in this

research.

The purpose of this research was to investigate the effects of an ICT-applied

program on multiplication, division abilities and task-achieving time of students with

mental retardation.

Method

Participants

Three students with mental retardation were recruited. The students with mental

retardation attended special classes at K Technical High School in Kwangju City, Korea.

The chronological age(CA) of the students was 18 years old. The IQs of the three

students, calculated using the standard score from KEDI-WISC (Park et al., 1987) were

63, 70 and 65. The SQs of the three students were calculated using the standard score

from the Social Maturity Scale (Kim & Kim, 1995) were 73, 65, 71.

The present multiplication and division abilities of three students were measured

using a criterion-referenced test. Student 1 could use addition, subtraction and

multiplication tables. Student 1 also demonstrated an interest in computer operation.

Student 2 could also use addition, subtraction, and multiplication tables. He could solve

double digit by single digit problems without regrouping. However, he was unable to

solve additions and subtractions word problems well. Student 3 could use addition,

subtraction, and multiplication tables. He could solve double digit by single digit

multiplication problems and understood simple division well.

Measurement

The experimental tools consisting of third grade multiplication and division problems

found at (http://www.edunet4u.net) were used. In order to investigate the effects of ICT-

applied programs on multiplication and division abilities, three types of testing tools of

ten double digit multiplication problems and ten simple division problems were made.

Design

The design of this research was multiple probes across subjects.

Procedure

The experimental period was from May 13th to July 24th, 2004. The experimental

phase was divided into four phases called baseline, intervention, break, and maintenance.

The experimental setting was a classroom that had a multimedia computer.

Participants could only operate the basic functions of the computer. Participants learned

keyboard usage and could use the mouse and internet. When they passed each lesson

five times in a row, preliminary education stopped.

The ICT program used was “Yahoo Ggurugy Multi-Learning” at

(http://www.kr.kids.yahoo.com). First, each participant executed the power point

program on the initial window screen. Second, after each participant shifted from the

initial screen to the learning guide screen, they select multiplication problems from the

learning guide screen. Third, after the participants practiced their selected problems,

they solved the problem in the criterion-referenced test. The procedure of division was

the same as for the multiplication procedures.

During the baseline phase, the participants were tested on the ten double digit

multiplication problems with additional problems of addition of single and double digit

numbers. Then they were tested with ten division problems that could be completed

with remainders without supervision.

During the intervention phase, the participants were taught by a supervisor with ICT

programs. Intervention was executed three times a week from May 13th to July 24th,

2004. The ICT-applied program contained five multiplication and division problems per

session.

Break phase was seven days after intervention.

Maintenance of intervention was measured as baseline.

Data Analysis

Correct answers were analyzed and assigned percentage point (1%) each experimental

phase.

Results

Change of Multiplication Abilities

The multiplication abilities of the three participants, showing their use of the ICT-

applied program during the baseline, intervention, and maintenance phases, are

presented in Table 1, and Figure 1. Each number represents the percentage of

multiplication achievement score.

<Table 1> Average and Range of Multiplication Achievement Percentage

Participant Baseline

average(ranges)

Intervention

average(ranges)

Maintenance

average(ranges)

S1 0(0-0) 84.0(30-100) 93.3(90-100)

S2 0(0-0) 38.7(0-60) 56.7(50-60)

S3 26.0(20-30) 72.5(50-90) 90.0(90-90)

During the baseline phase, the percentage of the three participants was below 26.0%.

The average percentage of Student 1 and 2 were 0%, and Student 3 was 26.0%.

In the maintenance phase, the three participants scored between 56.7% and 93.3%.

The average percentage of Student 1 was 93.3%, Student 2 was 56.7%, and Student 3

was 90.0%.

Figure 1 shows the intervention effects from baseline to maintenance for each

participant.

Baseline Intervention Break Maintenance

Figure 1. Multiplication Achievement Percentage of Each Participant

Change of Division Abilities

The division abilities of the three participants, showing their use of the ICT-applied

program during baseline, intervention, and maintenance phase, are presented in Table 2

and Figure 2. Each number represents the percentage of division achievement score.

<Table 2> Average and Range of Division Achievement Percentage

Participant Baseline

average(ranges)

Intervention

average(ranges)

Maintenance

average(ranges)

S1 0(0-0) 88.0(30-100) 100(100-100)

S2 0(0-0) 45.3(0-60) 63.0(50-70)

S3 32.0(20-40) 76.3(40-100) 90.0(80-100)

During the baseline phase, the percentage of the three participants was below 32.0%.

The average percentage of Student 1 was 0%, Student 2 was 0%, and Student 3 was

32.0%

In the maintenance phase, the three participants scored between 63.0% and 100%.

The average percentage of Student 1 was 100%, Student 2 was 63.0%, and Student 3

was 90.0%

Figure 2 shows the intervention effects from baseline to maintenance for each

participant.

Baseline Intervention Break Maintenance

Figure2. Division Achievement Percentage of Each Participant

Change of Task-Achieving Time of Multiplication

The task-achieving time of multiplication of the three participants, showing their use of

the ICT-applied program during baseline, intervention, and maintenance phases, are

presented in Table 3 and Figure 3. Each number represents the average minutes of task-

achieving time of multiplication.

<Table 3> Average and Range of Multiplication Task Achieving Time

Participant Baseline

average(ranges)

Intervention

average(ranges)

Maintenance

average(ranges)

S1 10΄42" (10-11) 6΄48" (4-10) 4΄42" (4-5)

S2 16΄18"(15-17) 14΄24" (12-17) 11΄ (10-12)

S3 8΄(7-9) 5΄24" (4-8) 6΄ (5-7)

During the baseline phase, the task-achieving time of the three participants took

over eight minutes. The average task-achieving time of Student 1 took ten minutes and

forty two seconds, Student 2 took sixteen minutes and twelve seconds, and Student 3

took eight minutes.

In the maintenance phase, the task-achieving time of the three participants took from

four minutes and forty two seconds to eleven minutes. The average task-achieving time

of Student 1 took four minutes and forty two seconds, Student 2 took eleven minutes,

Student 3 took six minutes.

Figure 3, shows the task-achieving time of multiplication decreased in the

maintenance phase from the baseline phase.

Baseline Intervention Break Maintenance

Figure 3. Multiplication Task Achieving Time of Each Participant

Change of Task-Achieving Time of Division

The ask-achieving time of division of the three participants, showing their use of the

ICT-applied program during baseline, intervention, and maintenance phases, are

presented in Table 4 and Figure 4. Each number represents the average minutes of task-

achieving time of division.

΄42"

<Table 4> Average and Range of Division Task Achieving Time

Participant Baseline

average(ranges)

Intervention

average(ranges)

Maintenance

average(ranges)

S1 7΄42" (7-8) 6΄36" (3-10) 6΄42" (6-7)

S2 12΄42" (12-13) 10΄ (6-15) 8΄18" (7-10)

S3 6΄24" (5-7) 5΄36" (3-8) 4΄ (3-5)

During the baseline phase, the task-achieving time of the three participants took

over six minutes and twenty four seconds. The average task-achieving time of Student 1

took seven minutes and forty two second, Student 2 took twelve minutes and forty two

second, and Student 3 took six minutes and twenty four seconds.

In the maintenance phase, the task-achieving time of the three participants took from

four minutes to eight minutes and eighteen seconds. The average task-achieving time of

Student 1 took six minutes and forty two seconds, Student 2 took eight minutes and

eighteen minutes seconds, Student 3 took four minutes.

As you can see in the Figure 4, task-achieving time of division decreased in

maintenance phase than baseline phase.

Baseline Intervention Break Maintenance

Figure 4. Division Task Achieving Time of Each Participant

Discussion

As can be seen in Figures 1 and 2, the ICT-applied program had an effect on acquisition

and maintenance of each participant’s multiplication and division abilities. In addition,

Figures 3 and 4 shows the ICT-applied program had an effects reducing of task-

achieving time (Greeing, 1998; Kim, 1996; Westra & Sloep, 1998; http://www.ict-

class.x-y.net).

It is reported that most of the ICT-applied programs had an effect on the

improvement of arithmetic skills. This ICT-applied program also seems to have

meaningful intervention effects. Therefore, the ICT-applied program of this research

should be viewed as facilitating multiplication and division abilities in students with

mental retardation. In addition to facilitating multiplication and division abilities, this

program also showed the reduction of task-achieving time of multiplication and division.

Participants showed acquisition and maintenance effects in multiplication and

division abilities and showed a reduction of task-achieving time. But participants

showed different improvement of multiplication and division abilities. In multiplication

and division abilities, Student 1 showed the most increase followed by Student 3 and

Student 2. In multiplication task-achieving time, Student 1 showed the most

improvement followed by Student 2 and Student 3. But in the division task-achieving

time, Student 2 showed most improvement next followed by Student 3 and Student 1.

Each participant showed different results between multiplication and division

abilities and task-achieving time. In particular Student 1 showed a large reduction on

multiplication task-achieving time, but showed little reduction in division task-

achieving time. This may be because arithmetic skills need various thinking process

instead of only single calculation skills.

This research did not attempt to determine whether or not ICT-applied program is

the best way to improve multiplication and division abilities in student with mental

retardation, but only whether it represents a viable intervention.

Conclusions

The results in this research suggest that ICT-applied programs can facilitate the

multiplication and division abilities and decrease task achieving time. In conclusion,

first, student with mental retardation could facilitate multiplication and division abilities

by using the ICT-applied program. Second, students with mental retardation could

facilitate task-achieving time of multiplication and division with ICT-applied programs.

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