The effect of cluster-based instruction on mathematic achievement in inclusive schools

• Main Authors: Sunardi, Gunarhadi, Anwar, Mohammad, Andayani, Tri Rejeki, Shaari, Abdull Sukor
• Format: Article
• Language: English
• Published: 2016
• Subjects: LB1603 Secondary Education. High schools
• Online Access: http://repo.uum.edu.my/21617/1/IJSE%2031%201%202016%2078%2087.pdf; http://repo.uum.edu.my/21617/; http://www.internationaljournalofspecialed.com/docs/International%20Journal%20Feb%20Issue%202016.pdf

The research aimed to investigate the effect of Cluster-Based Instruction (CBI) on the academic achievement of Mathematics in inclusive schools. The sample was 68 students in two intact classes, including those with learning disabilities, selected using a cluster random technique among 17 inclusive schools in the regency of Surakarta. The two classes were pretested and the result showed no significant difference.The research was primarily quantitative using a post test only control group design.One group learnt mathematics in a Cluster-Based Instruction (CBI) setting, another group learnt in a Full Inclusion Instruction (FII) setting.Student achievement was measured using a teacher constructed test with a reliability of.70 in the try out.Data were analyzed using T-test for independent means. Qualitative data from interviews with students with learning disability were used to support the quantitative data. The research found that mathematic achievement of students in the CBI setting (mean = 7.01 , SD = 1.37) was significantly better than that of students in the FII setting ( mean = 5.04, SD = 1.53 ), t = 6.16, p < .01)