ERIC Number: EJ998839
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: N/A
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students' Proportional Reasoning: A Randomized Experiment
Jitendra, Asha K.; Star, Jon R.; Dupuis, Danielle N.; Rodriguez, Michael C.
Journal of Research on Educational Effectiveness, v6 n2 p114-136 2013
This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students' regular mathematics instruction. (Contains 7 tables.)
Descriptors: Mathematics Instruction, Grade 7, Middle School Students, Schemata (Cognition), Schematic Studies, Experimental Groups, Control Groups, Pretests Posttests, Problem Solving, Word Problems (Mathematics), Intervention, Hierarchical Linear Modeling, Mathematical Concepts, Faculty Development, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
IES Funded: Yes
Grant or Contract Numbers: R305K060002