Matching Online Game-Based Learning (MOGBL) about Counting, Addition and Subtraction in Case of Lower Elementary Student with Intellectual Disabilities

Abstract

This research aims to find the effectiveness of matching online game-based learning (MOGBL) about counting, addition, and subtraction according to Meguigans' criteria. Moreover, this research finds along with studying the progress of students’ learning and the relationship between desirable characteristics of students learning with math and learning achievement after learning with these games. The samples used in this study were seven students with intellectual disabilities learning in lower elementary of Surin school for the deaf. Tools used in the operation are matching online game-based learning, pre-test, post-test and the eight desirable characteristics of students according to the basic education core curriculum B.E. 2551 (A.D. 2008) along with applying the Pearson product-moment correlation coefficient for analysis. The results showed that the online game developed was as effective as 1.73 which was according to Meguians’ criteria, required to more than 1.0. Besides, it was found that the students had learning progress, accounted for 41.45 percent. While the desirable characteristics of students were not positively correlated with learning achievement after learning, showing statistically significant difference at the level of 0.05 (r = -.283, p> 0.05). Thus, it can be clearly seen that the developed online game is more preferable for the deaf student. Also, it helps to reduce inequality in education. As a result, a student with learning disabilities could learn as much as normal students.