The Effect of Using the Guided Discovery Method on Enabling the Students with Intellectual Disability to Acquire some Pre-Academic Mathematical Concepts in the Kingdom of Saudi Arabia
Bibliographic record
Abstract
The importance of this study lies in presenting a program to enable the students with mild intellectual disability to acquire some pre-academic mathematical concepts. It also provides a scale to measure the pre-academic mathematical concepts among the educable students with intellectual disability. The study applied the experimental method on a sample of 20 children with intellectual disability who were distributed into two groups; control and experimental. The sample was selected from Rafha Province schools. The program was made up of 96 sessions, four sessions a week. Each session lasted for 60 minutes and was divided into two 30-minute sessions (activities). The researcher used a pre-academic mathematical concepts scale to collect data and to compare the performance of the experimental and control groups in the pre and post-tests. The results of the study indicated that there are statistically significant differences in the pre-academic mathematical concepts scale among the students of the two groups at the (0.01) level in favor of the experimental group.The improvement in the acquisition of some pre-academic mathematical concepts among the sample members is attributed to the student’s utilization of the program used in the current study, which is based on the guided discovery method. The researcher used a group of attractive activities desired by children. The researcher applied number of immediate reinforcements and constant encouragements to enhance proper functioning. He took into consideration presenting these activities in a gradual simplified way, moving from the easy to the hard.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".