Date of Award

12-1-1998

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Ruth L. Meese, Ph.D.

Second Advisor

Stephen C. Keith, Ed.D

Third Advisor

Patty Whitfield, Ph.D.

Abstract

This was a qualitative as well as quantitative study conducted at a middle school in a rural county in Virginia. The researcher examined learning disabled students for their perceptions of mnemonic strategies in mathematics instruction. After direct instruction and instruction involving mnemonics, the seven subjects were tested. The test scores were examined to determine if there was a significant difference between pre and post scores. After interviewing the subjects, the results indicated five themes: unfamiliarity of procedure leads to anxiety, mnemonics improves performance, students desire more mnemonic strategies, division and other multi-step problems are the most difficult, and an increase in confidence decreases anxiety and increases self-esteem. Interobserver reliability was calculated by two professionals.

 
 

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