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A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With
Asha K Jitendra1, Michael R Harwell1, Danielle N Dupuis1
11 Department of Educational Psychology, University of Minnesota, Minneapolis, USA.
Journal of Learning Disabilities
|March 13, 2016
Summary
Schema-based instruction (SBI) improved proportional problem-solving skills for seventh graders with mathematical difficulties. Students receiving SBI outperformed those in control classrooms on assessments, demonstrating enhanced performance with targeted support.
Area of Science:
- Educational Psychology
- Mathematics Education
Background:
- Proportional problem-solving is crucial for academic success.
- Students with mathematical difficulties (MD-PS) often struggle with proportional reasoning.
Purpose of the Study:
- To investigate the efficacy of schema-based instruction (SBI) for improving proportional problem-solving in seventh graders.
- To determine if SBI benefits students with MD-PS.
Main Methods:
- A randomized controlled trial involving 806 seventh-grade students with MD-PS.
- Teachers were assigned to either SBI or a control condition.
- Instruction focused on ratio, proportion, and percent.
Main Results:
- Students with MD-PS in SBI classrooms achieved higher scores on posttests compared to control classrooms.
- The positive effects of SBI were observed on both immediate and delayed posttests (9 weeks later).
Conclusions:
- Schema-based instruction is an effective intervention for enhancing proportional problem-solving skills in students with MD-PS.
- Students with mathematical difficulties can achieve improved performance when provided with appropriate instructional strategies.
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