SBI did not moderate student growth over time in proportional problem solving for students with MD-PS¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Average PPS scores increased over time (linear slope 0.77, p < .001), but growth rates did not vary significantly between students and were unrelated to treatment condition. → Jitendra 2017

Evidence¶

Jitendra 2017¶

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., & Karl, S. R. (2017). A randomized trial of the effects of schema-based instruction on proportional problem solving for students with mathematics problem-solving difficulties. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416629646

q3 · i? · causal · r2

Three-level longitudinal model (repeated PPS pretest, posttest, and delayed posttest within students within classrooms) testing whether treatment moderated growth. The null moderation finding did not support the hypothesis that SBI would have a pronounced positive effect on growth over time; no effect size was printed.

"The average growth rate (linear slope) was 0.77 (p < .001) indicating that on average student’s PPS scores increased over time. Growth rates did not vary significantly between students and, thus, treatment did not moderate student growth."

Discussion¶

Related Claims¶

• SBI gains in proportional problem-solving are maintained 9 weeks after the intervention for students with MD-PS — related
• Schema-based instruction improves immediate proportional problem-solving performance of seventh graders with mathematics problem-solving difficulties — related
• SBI effects for students with MD-PS hold for ratio and proportion problems at both time points but for percent problems only at immediate posttest — related