Professional Documents
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Volume 2, Issue 6, June 2017 International Journal of Innovative Science and Research Technology
ISSN No: - 2456 - 2165
Participant 2 can be said acquired the concept of basic addition
skills. During the post-test, Participant 2 has gained 85%, an
increase of 35% compared to the pre-test scores. This suggests
that the CAI was efficient for Participant 2. Furthermore,
during the intervention, Participant 2 sustain decent behaviour
throughout the remaining experiment session compared to the
first session.
C. Participant 3
During the pre-test, Participant 3 indicated that he has the
minimum fundamental concept of addition with a score of
30%. Throughout the experiment, Participant 3 demonstrated
an excellent ability to recall the examples and instructions of
the previous session by which help him during the exercise.
Fig. 1. Line plot of Participants performance during experimental session During the experiment, Participant 3 reached target
performances following three sessions. At the end of the
experiment, Participant 3 average scores dropped due to the
non-pictorial questions in which he seems confused and not
able to solve the questions. Participant 3 can be said acquired
the concept of addition skills with minimal guidance from the
teacher. During the post-test, Participant 3 has obtained 65%,
an increase of 35% compared to the pre-test scores. This
suggests that the CAI was efficient for Participant 3. On top of
that, during the intervention, Participant 3 also demonstrated
an improvement in behaviour, where Participant 3 sustain
decent behaviour throughout the remaining experiment session
compared to the first session.
IV. CONCLUSIONS
In conclusion, the CAI can play an important role in autism
education process and may improve the autistic students
Fig. 2. Scatter plot of pre-test and post-test scores
academic skills as it represents a controlled environment to the
students with autism which they can use it by themselves and
A. Participant 1 makes them feel a certain level of control over the
During the pre-test, Participant 1 demonstrated that he environment [17]. The use of CAI in the long term as learning
already has the fundamental concept of addition with a score tools can help to increase the students interest towards
of 60%. Throughout the experiment, Participant 1 seemed academic and improving their academic performance. Since
playful and needed help to remain focused at the initial period most of the autistic students are visual learners [18], the
of the session. However, in the third session, Participant 1 methods used in the CAI such as animations, images and
began to focus and show an increase in average scores sounds can attract their attention and make them engage
throughout the session. During the experiment, Participant 1 throughout the learning session. Besides, their interest and
reached target performances following six sessions and the attention towards the CAI lesson can also help to reduce the
average scores increased to 85%. Participant 1 is said acquired autistic students behaviour problems besides helping them to
the concept of basic addition skills with guidance and improve in academic skills.
assistance from the teacher. During the post-test, the scores for
Participant 1 increase 30%, from 60% to 90% in which REFERENCES
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