کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365259 | 621116 | 2012 | 8 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: An exploratory study contrasting high- and low-achieving students' percent word problem solving An exploratory study contrasting high- and low-achieving students' percent word problem solving](/preview/png/365259.png)
This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed.
► SBI improved high-achieving students' problem solving scores.
► SBI did not improve low-achieving students' problem solving scores.
► SBI did not demonstrate transfer to novel problems for high-achieving students.
Journal: Learning and Individual Differences - Volume 22, Issue 1, February 2012, Pages 151–158