The Effects of Schema-Based Instruction on Mathematics Problem Solving Ability of Second Grade Students
MetadataShow full item record
Type of Work22 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Word problems (Mathematics) -- Research
Second grade (Education)
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.