Improving Student Learning of Ratio, Proportion, and Percent Problem Solving: A Replication Study of Schema-Based Instruction

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C.; Simonson, Gregory R.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Improving Student Learning of Ratio, Proportion, and Percent Problem Solving: A Replication Study of Schema-Based Instruction
Quelle	(2017), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Problem Solving; Instructional Effectiveness; Conventional Instruction; Grade 7; Middle School Students; Middle School Teachers; Middle School Mathematics; Intervention; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to replicate and extend the study of the schema-based intervention (SBI) conducted by Jitendra et al. (2015) that demonstrated impact in proportional problem solving for a homogeneous sample of Upper Midwest students and teachers who were predominantly White and middle class. This study was replicated in two geographically diverse locations (Northern Rocky Mountains and Southeast U.S.). The following research question was explored: What are the effects of the SBI intervention compared to business-as-usual instruction on students' proportional problem solving at immediate posttest and after 11 weeks as well as on students' general mathematical problem solving? Students from 52 seventh-grade classrooms (N = 1,379) and their teachers (J = 52) from 30 middle schools in four school districts participated in the study. The study used a randomized cluster design with longitudinal data. Students' proportional problem solving (PPS) performance was tested on three occasions (pre, post, delayed posttest given 11 weeks after the intervention). Results indicated statistically significant differences between treatment and control groups on the total score for fidelity-of-implementation items, with treatment teachers implementing SBI elements with more fidelity than topics implemented by control teachers (t(50) = 7.98, p < 0.001, g = 2.21). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.] (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; e-mail: contact@sree.org; Web site: https://www.sree.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01