Effect of the Pictorial Self-Management Method on the Performance of Pupils with Mild Intellectual Disability in Addition of Two-Digit Numbers

Abstract

The study examined the effectiveness of the pictorial self-management instructional method in enhancing the performance in mathematics, of pupils with mild intellectual disability. The sample for the study consisted of twenty-four pupils with mild intellectual disability, randomly selected from two purposively selected special schools in Osun State Nigeria. A pretest – posttest control group experimental design was adopted for the study. The experimental group was taught addition of two-digit numbers using the pictorial self-management instructional strategy, while the control group was taught using the traditional method of instruction. Data collected was analysed using the Analysis of Covariance (ANCOVA). The results of the analysis showed that the post-experimental performance of the experimental group was significantly better than that of the control group in the achievement test of addition of two-digit numbers. It was also found that the experimental group retained materials learnt significantly better than the control group. Hence, the conclusion was drawn that the pictorial self-management strategy was effective in enhancing both the performance and retention ability of pupils with mild intellectual disability [n mathematics.