The Effects of Schema-Based Instruction on Students’ Performance Solving Additive and Multiplicative Compare Word Problem Types

Abstract

This study investigated the effects of schema-based instruction on students’ performance solving additive and multiplicative compare word problem types. Four students in the fifth grade participated; two had learning disabilities and two received tertiary services within a multi-tiered system of support. Students learned problem-solving skills using graphic organizers representing problem types, a problem-solving checklist, and explicit instruction. The researchers used a single case research design, specifically a multiple probe across participants with embedded changing conditions. They assessed students’ use of problem-solving steps and accuracy as well as maintenance at two, four, and six weeks. There was a functional relation between schema-based instruction and students’ use of problem-solving steps as well as their accuracy which both improved. Students maintained their learning across six weeks.