The Effects of a Computer-Assisted, Schema-Based Instruction Intervention on Word Problem-Solving Skills of Low-Performing Fifth Grade Students
Jessica L. Fede, Community College of Rhode Island ; Margaret E. Pierce, Stonehill College ; Craig S. Wells William J. Matthews, University of Massachusetts–Amherst
Journal of Special Education Technology Volume 18, Number 1, ISSN 0162-6434
This study examined the effects of computer-assisted, schema-based instruction on the problem-solving skills of fifth grade students with below average problem-solving skills. In a randomized controlled study, 16 students were given a 12-week intervention, and 16 control students received state test preparation review in their regular classroom. Results demonstrated that the computer-assisted, schema-based instruction group showed greater gains relative to the control group on items from the Massachusetts Comprehensive Assessment System and greater rates of growth on biweekly examiner-made probes. However, no difference in gain scores between the groups was observed on the Process and Application subtest from the Group Mathematics Assessment and Diagnostic Evaluation. Implications for intervention and future research are discussed.
Fede, J.L., Pierce, M.E. & William J. Matthews, C.S.W. (2003). The Effects of a Computer-Assisted, Schema-Based Instruction Intervention on Word Problem-Solving Skills of Low-Performing Fifth Grade Students. Journal of Special Education Technology, 18(1),.