The Effect of Individualized Teaching-Learning Program Based on Learning Options on Achievement in Fractions among Students Eligible for Learning Supports

Objectives The purposes of this study were to improve the fractional academic achievement of fourth-grade elementary school students who eligible for learning supports. Methods Therefore, in this study developed an individualized teaching-learning program based on learning options for fractions, which are the most difficult areas for Students Eligible for Learning Supports. The intervention was conducted for three learning support need student, in the 4th grade of elementary school. To confirmed the effectiveness of this program, Single subject research design based on multiple probe design across subject was conducted. Results The results of this program, the proficiency test in fraction concept, addition and subtraction of participants showed a high improvement to 80%, 82.2% and 87.5% And the results of the curriculum-based measurement test were gradually improved according to the program. And the level of the fractional academic achievement is maintained even 4 weeks after the termination of the intervention. Conclusions These results suggest that the program of this study was suit for Students Eligible for Learning Supports and can be usefully used in the educational field.