Implementing the RTI Approach to Instruct Students with Special Math Difficulties and Investigating Participants' Experiences: A Mixed Method Research

This study was conducted to investigate the effectiveness of an instructional program, which was designed for implementing in the second tier of RTI, on special difficulties in math and academic self-concept of third-grade students and scrutinize the participants' experiences. In this study, mixed-method research with the embedded design was applied. The participants of the study, in the quantitative part, included 20 third-grade students, who were chosen from elementary schools in Isfahan using randomized cluster sampling method, and in the qualitative part, included 9 elementary school teachers and 5 participated students, who were selected using purposeful sampling method. In order to collect information, specific learning disabilities identification scale for math, the academic self-concept of elementary school students' scale, math performance evaluation test, and semi-structural interviews were applied. Quantitative results proved the effectiveness of the created instructional program on the reduction of math difficulties and the improvement of academic self-concept in the students. Qualitative findings also implied on program's positive outcomes for students in all educational, social and psychological areas, and limitations, such as lack of adequate teachers' training, lack of professional staff, and restriction of equipment and resources for implementing such a program in schools. According to findings, although the implementation of this program in schools may encounter some challenges and obstacles, it can bring about positive outcomes for students, teachers and the country's entire educational system.