The Effects of Schema-Based Instruction on Mathematics Problem Solving Ability of Second Grade Students
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2010-05
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Masters of Education
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Abstract
The purpose of this study was to determine whether schema-based instruction would positively
affect the mathematics word problem solving ability of second-grade students. The
measurement tool was a collection of addition and subtraction word problems from the
Baltimore County Public Schools Mathematics Unit Tests. The study involved a pretest/post test
design to compare students’ ability to accurately solve the word problems before and after the
intervention. Results showed significant differences among the pretest and post-test scores,
where students’ accuracy declined after intervention. A follow-up assessment, given a few
weeks after conclusion of the intervention, showed that the average score was slightly more
accurate after completing the post-test with the aid of cue posters. Research in the area of
mathematics problem solving instruction should continue given that elementary students
continue to struggle in this area.