The Effects of Using Schema-Based Instruction in Math Word Problems on Student Performance in Third Grade

Abstract

The purpose of this study was to examine the effects of using schema-based instruction in solving math word problems for third grade students. The students were assessed on their ability to identify and solve problems using multiplication and division using a four question pre and postassessment. Students were given instruction in both computation and schema-based instruction daily during the math block. A mid-point assessment was administered at the four week mark and a postassessment administered at the six week mark. Findings from the data show that schema-based instruction had a positive effect on student achievement in solving math word problems.