Strategy teaching increased students' use of problem-solving strategies and reduced error types in ratio problems¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After the intervention, 81.1% of experimental-group responses used a problem-solving strategy versus 37.4% of control-group responses, and error types fell from 84.1% to 18.7% in the experimental group versus 89.4% to 62.4% in the control group. → Şen 2017

Evidence¶

Şen 2017¶

Şen, C., & Güler, G. (2017). Effect of Strategy Teaching For the Solution of Ratio Problems on Students' Proportional Reasoning Skills. Malaysian Online Journal of Educational Sciences, 5(2). https://eric.ed.gov/?id=EJ1142503

q2 · i? · causal · r1

Descriptive classification of responses to PRT questions (Table 8) by strategy used and error type before and after the intervention. Before the process, strategy use was 15.5% (experimental) and 10.4% (control), with 84.1% and 89.4% of responses showing error types.

"It is seen that the percent of using problem-solving strategies in solving ratio problems after the experimental process were 81.1% in the experimental group students and 37.4% in the control group students. 18.7% of the experimental group students and 62.4% of the control group students are included in the types of error."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Teaching problem-solving strategies for ratio problems raises sixth-graders' proportional reasoning posttest scores above regular instruction — related
• Students chose different ratio-problem strategies for different problem types, with unit ratio most frequent — related
• Homework solutions showed experimental students using multiple strategies correctly while control students made additive errors — related