Schema-based instruction significantly improves seventh-grade students' proportional problem solving at posttest compared with business-as-usual instruction¶
Claim · All claims
Evidence · 1 study · causalr3·q4
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? Students in SBI classrooms scored significantly higher than control students on the proportional problem-solving posttest after adjusting for covariates in multilevel models. → Jitendra 2015
Evidence¶
Jitendra 2015¶
Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., & Slater, S. C. (2015). Effects of a research-based intervention to improve seventh-grade students’ proportional problem solving: A cluster randomized trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000039
q4 · i? · causal · r3
Cluster randomized trial with 82 teachers/classrooms and 1,999 seventh-grade students across 50 districts; two-level HLM with student and teacher covariates found "treatment was a statistically significant predictor of PPS posttest" performance. No standardized effect size is printed in the available text for this specific contrast.
"The results for the PPS posttest indicated that treatment was a statistically significant predictor of PPS posttest"
Discussion¶
Related Claims¶
- SBI produces significantly more growth in proportional problem solving over time than business-as-usual instruction — related
- Schema-based instruction improves immediate proportional problem-solving performance of seventh graders with mathematics problem-solving difficulties — a narrower finding that bears on this claim
- SBI effects on proportional problem solving are maintained on a delayed posttest administered 9 weeks after intervention — related
- SBI gains in proportional problem-solving are maintained 9 weeks after the intervention for students with MD-PS — related
- SBI did not moderate student growth over time in proportional problem solving for students with MD-PS — related
- Fidelity checks confirmed program differentiation: SBI elements were implemented substantially more in treatment classrooms while general instructional quality was similar — 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
- Students with MD-PS and their teachers reported positive perceptions of the SBI intervention's diagrams and problem-solving procedures — related
- SBI shows no treatment effects on the Process and Applications subtest of the GMADE — related
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