A Comparison of the Effects of Teacher-Mediated and Computer-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students With Mathematical Difficulties

• In Event: Roundtable Session 104
  In Roundtable Session: Topics in Special Education

Abstract

This study compared the differential effectiveness of teacher-mediated and computer-mediated instruction on the word problem solving performance of third-grade students with mathematical difficulties (MD). Both conditions incorporated critical elements of effective instruction articulated in schema-based instruction (SBI) specifically targeting the needs of students with MD. Specifically, instruction focused on recognizing problem types and representing information using schematic diagrams; the only difference was the medium used to present instruction. Participants were 25 third-grade students with MD, who were randomly assigned to either a teacher-mediated SBI (TM-SBI) or computer-mediated SBI (CM-SBI) condition. Results indicated no statistically significant between condition differences on math problem solving at posttests. Implications for improving student learning are discussed in terms of medium of instruction and instructional design.

Authors

• Jayne Melissa Leh, The Pennsylvania State University

• Asha K. Jitendra, University of Minnesota