Effects of a Research-Based Intervention to Improve Seventh-Grade Students' Proportional Problem Solving: A Cluster Randomized Trial

Autor/inn/en	Jitendra, Asha K.; Harwell, Michael R.; Dupuis, Danielle N.; Karl, Stacy R.; Lein, Amy E.; Simonson, Gregory; Slater, Susan C.
Titel	Effects of a Research-Based Intervention to Improve Seventh-Grade Students' Proportional Problem Solving: A Cluster Randomized Trial
Quelle	In: Journal of Educational Psychology, 107 (2015) 4, S.1019-1034 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000039
Schlagwörter	Middle School Teachers; Middle School Students; Grade 7; Mathematics Teachers; Mathematics Instruction; Intervention; Instructional Effectiveness; Problem Solving; Metacognition; Learning Strategies; Experimental Groups; Control Groups; School Districts; Hierarchical Linear Modeling; Pretests Posttests; Research Design; Schemata (Cognition); Mathematics Tests; Multiple Choice Tests; Statistical Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School district; Schulbezirk; Forschungsdesign; Cognition; Schema; Kognition; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse
Abstract	This experimental study evaluated the effectiveness of a research-based intervention, schema-based instruction (SBI), on students' proportional problem solving. SBI emphasizes the underlying mathematical structure of problems, uses schematic diagrams to represent information in the problem text, provides explicit problem-solving and metacognitive strategy instruction, and focuses on the flexible use of multiple solution strategies. Eighty-two teachers/classrooms, with a total of 1,999 7th-grade students across 50 school districts, were randomly assigned to a treatment (SBI) or control (business-as-usual) condition. An observational measure provided evidence that the SBI intervention was implemented with fidelity. Results of multilevel modeling indicated that the SBI group scored, on average, significantly higher than the control group on the posttest and retention test (9 weeks later) and also showed significantly more growth in proportional problem solving. There were no treatment effects on the Process and Applications subtest of the Group Mathematics Assessment and Diagnostic Evaluation. These results demonstrate that SBI can be more effective than the control approach in improving students' proportional problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01