Cognition and Learning in Inclusive High School Chemistry Classes

Abstract

The purpose of this investigation was to compare outcomes associated with peer tutoring vs. teacher-directed instruction for secondary level students with mild disabilities in inclusive chemistry classes. Thirty-nine students of whom 10 were classified with disabilities participated in a 9-week chemistry unit, under either experimental or traditional instruction conditions. The same co-teachers, including one chemistry and one special education teacher during the regularly assigned chemistry classes, taught both classes. The students in the experimental condition participated in classwide peer tutoring of important content required on statewide high stakes testing. Mnemonic and other verbal cues were included to facilitate verbal recall, and peer questioning provided for comprehension and elaboration of the concepts. Post-tests revealed that students in the tutoring condition outperformed students in the traditional condition, and that the gains of the students with learning disabilities descriptively exceeded those of the typically-achieving students. Students without learning disabilities outperformed students with learning disabilities, and students scored higher on factual items than on comprehension items. Implications for instruction and future research are discussed.

Citation

Mastropieri, M.A., Scruggs, T.E. and Graetz, J.E. (2005), "Cognition and Learning in Inclusive High School Chemistry Classes", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Cognition and Learning in Diverse Settings (Advances in Learning and Behavioral Disabilities, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 99-110. https://doi.org/10.1016/S0735-004X(05)18005-7