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This study explored whether computer-assisted, project-based learning instruction can help a twice-exceptional (2e) student increase classroom concentration, mathematical concepts, and problem-solving skills. This research used a case study design. The researchers analyzed data collected from student and teacher interviews, behavioral records, and task performances. The result showed that the incidence of misbehaviors decreased from more than ten times to fewer than three times per hour. According to the Flow Short Scale (FSS), reports of his peers, and the case management teacher, the participant with autism spectrum disorder (ASD) was highly attentive during the project. As for his academic performances, the rubric and scoring results from the instructors suggested that this participant performed very well in data representation, logical thinking, and mathematical thinking. However, he obtained a low score in flow control because of a lack of experience. His peers noted that he understood the mathematics concept of the tasks, was highly proficient in Scratch, completed a considerable portion of his work, and was willing to share the details of his works thoroughly. His peers in the project praised his learning attitude and the quality of his work highly. |
