ERIC Number: EJ1153429
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
A Meta-Analysis of Schema Instruction on the Problem-Solving Performance of Elementary School Students
Peltier, Corey; Vannest, Kimberly J.
Review of Educational Research, v87 n5 p899-920 Oct 2017
A variety of instructional practices have been recommended to increase the problem-solving (PS) performance of elementary school children. The purpose of this meta-analysis was to systematically review research on the use of schema instruction to increase the PS performance of elementary school-age students. A total of 21 studies, with 3,408 elementary school student participants, and 324 students identified with disabilities, met criteria. Moderator analysis includes assignment, implementer, instruction, problem type, and treatment duration. Results indicate an overall effect size (Hedge's g) for schema instruction of 1.57 (0.043), CI[subscript 95] [1.52, 1.61] for immediate PS and 1.09 (0.046), CI[subscript 95] [1.04, 1.14] for transfer PS. Moderator analysis, future research, and implications for practice are discussed.
Descriptors: Elementary School Students, Problem Solving, Instructional Innovation, Instructional Effectiveness, Educational Practices, Meta Analysis, Mathematics Achievement, Effect Size, Predictor Variables, Teaching Methods, Mathematics Instruction
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A