A Meta-Analysis of Schema Instruction on the Problem-Solving Performance of Elementary School Students

Autor/inn/en	Peltier, Corey; Vannest, Kimberly J.
Titel	A Meta-Analysis of Schema Instruction on the Problem-Solving Performance of Elementary School Students
Quelle	In: Review of Educational Research, 87 (2017) 5, S.899-920 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
Schlagwörter	Elementary School Students; Problem Solving; Instructional Innovation; Instructional Effectiveness; Educational Practices; Meta Analysis; Mathematics Achievement; Effect Size; Predictor Variables; Teaching Methods; Mathematics Instruction + Suchen Sie Ihr Suchwort? Problemlösen; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Bildungspraxis; Meta-analysis; Metaanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht
Abstract	A variety of instructional practices have been recommended to increase the problem-solving (PS) performance of elementary school children. The purpose of this meta-analysis was to systematically review research on the use of schema instruction to increase the PS performance of elementary school-age students. A total of 21 studies, with 3,408 elementary school student participants, and 324 students identified with disabilities, met criteria. Moderator analysis includes assignment, implementer, instruction, problem type, and treatment duration. Results indicate an overall effect size (Hedge's g) for schema instruction of 1.57 (0.043), CI[subscript 95] [1.52, 1.61] for immediate PS and 1.09 (0.046), CI[subscript 95] [1.04, 1.14] for transfer PS. Moderator analysis, future research, and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01