The Effects of Schema-Based Instruction on Mathematics Problem Solving Ability of Second Grade Students

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.