Schema-based instruction improves immediate proportional problem-solving performance of seventh graders with mathematics problem-solving difficulties¶

Claim · All claims
Evidence · 1 study · q3 peer-reviewed experiment · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Students with MD-PS in SBI classrooms scored on average 0.32 SDs higher than control students on the PPS total posttest, a printed standardized effect of 0.32 SDs. → Jitendra 2017

q3 i? Students with MD-PS in SBI classrooms scored on average 0.32 SDs higher than control students on the PPS total score at immediate posttest. → 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, 50(3), 322–336. https://doi.org/10.1177/0022219416629646

q3 · i1

Two-level HLM analysis of posttest PPS total scores for 806 students with MD-PS in 82 randomly assigned classrooms, controlling for pretest and demographic covariates. The treatment coefficient was significant (p = .004), with a printed standardized effect size of 0.32 SDs: SBI students scored "on average 0.32 SDs higher than those in the control group".

"treatment was a significant predictor of PPS total posttest scores ( γ01ˆ = 1.17), which translates to SBI students scoring on average 0.32 SDs higher than those in the control group, and a 22% reduction in the conditional intercept variance attributable to treatment"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• SBI did not moderate student growth over time in proportional problem solving for students with MD-PS — 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
• SBI gains in proportional problem-solving are maintained 9 weeks after the intervention for students with MD-PS — related
• Students with MD-PS and their teachers reported positive perceptions of the SBI intervention's diagrams and problem-solving procedures — related
• Fidelity checks confirmed program differentiation: SBI elements were implemented substantially more in treatment classrooms while general instructional quality was similar — related