Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

This study examined the effect of schema-based instruction (SBI) on seventh-grade students’ mathematical problem solving performance. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms that were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving on an immediate posttest (g = 1.24) and on a six-week retention test (g = 1.27). Although the difference between conditions on a transfer test was not statistically significant, the effect was practically significant (g = 0.68). These results demonstrate that SBI was more effective than typical mathematics instruction.

Authors

• Asha K. Jitendra, University of Minnesota

• Jon R. Star, Harvard University

• Danielle Nicole Dupuis, University of Minnesota - Twin Cities

• Michael C. Rodriguez, University of Minnesota

• Fumio Someki, City University of New York