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

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...

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Bibliographic Details
Published inSociety for Research on Educational Effectiveness
Main Authors Jitendra, Asha K, Harwell, Michael R, Karl, Stacy R, Im, Soo-hyun, Slater, Susan C, Simonson, Gregory R
Format Report
LanguageEnglish
Published Society for Research on Educational Effectiveness 2017
Subjects
Conventional Instruction
Grade 7
Instructional Effectiveness
Intervention
Mathematical Concepts
Mathematics Instruction
Middle School Mathematics
Middle School Students
Middle School Teachers
Problem Solving
Teaching Methods
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Summary: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.]