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A Randomized Controlled Trial of the Impact of Schema-Based Instruction on Mathematical Outcomes for Third-Grade Students with Mathematics Difficulties

2013; University of Chicago Press; Volume: 114; Issue: 2 Linguagem: Inglês

10.1086/673199

1554-8279

Asha K. Jitendra, Danielle Dupuis, Michael C. Rodriguez, Anne F. Zaslofsky, Susan C. Slater, Kelly Cozine-Corroy, C. A. Church,

Parental Involvement in Education

This study compared the effects of delivering a supplemental, small-group tutoring intervention on the mathematics outcomes of third-grade students at risk for mathematics difficulties (MD) who were randomly assigned to either a schema-based instruction (SBI) or control group. SBI emphasized the underlying mathematical structure of additive problems. All students at risk for MD identified through screening received a mathematics intervention in groups of 2–4 for 12 weeks across the school year. Results revealed that students in the SBI group outperformed students in the control group on a word problem solving (WPS) posttest (g = 0.46). The effect of SBI proved to be equivalent for students in both high and low at-risk subgroups. On a district-administered mathematics achievement test, SBI students scored significantly higher than control students (g = 0.34); however, there were no significant effects on the WPS retention test (8 weeks later).