Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction

Asha K. Jitendra; Michael R. Harwell; Soo Hyun Im; Stacy R. Karl

doi:10.1037/edu0000335

Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction

Asha K. Jitendra, Michael R. Harwell, Soo Hyun Im, Stacy R. Karl

Educational Psychology

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015).

Original language	English (US)
Pages (from-to)	1045-1062
Number of pages	18
Journal	Journal of Educational Psychology
Volume	111
Issue number	6
DOIs	https://doi.org/10.1037/edu0000335
State	Published - Aug 2019

Keywords

Proportional reasoning
Schema-based instruction
Seventh-grade students

Access

10.1037/edu0000335

Fingerprint Dive into the research topics of 'Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction'. Together they form a unique fingerprint.

Cite this

@article{397361e4be244feeadcdf7d36df70faf,

title = "Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction",

abstract = "The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015).",

keywords = "Proportional reasoning, Schema-based instruction, Seventh-grade students",

author = "Jitendra, {Asha K.} and Harwell, {Michael R.} and Im, {Soo Hyun} and Karl, {Stacy R.}",

year = "2019",

month = aug,

doi = "10.1037/edu0000335",

language = "English (US)",

volume = "111",

pages = "1045--1062",

journal = "Journal of Educational Psychology",

issn = "0022-0663",

publisher = "American Psychological Association",

number = "6",

}

TY - JOUR

T1 - Improving student learning of ratio, proportion, and percent

T2 - A replication study of schema-based instruction

AU - Jitendra, Asha K.

AU - Harwell, Michael R.

AU - Im, Soo Hyun

AU - Karl, Stacy R.

PY - 2019/8

Y1 - 2019/8

N2 - The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015).

AB - The purpose of this replication study was to provide replication evidence not currently available of the effects of a research-based mathematics program, schema-based instruction, on the mathematical problem-solving performance of 7th-grade students. The replication was implemented in 36 schools in 5 districts; 59 mathematics teachers and their students (N = 1,492) participated in the study. Multilevel hierarchical linear analyses revealed statistically significant differences between conditions on proximal and distal measures of mathematics problem solving, with effects sizes similar to those reported in Jitendra et al. (2015).

KW - Proportional reasoning

KW - Schema-based instruction

KW - Seventh-grade students

UR - http://www.scopus.com/inward/record.url?scp=85060018597&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060018597&partnerID=8YFLogxK

U2 - 10.1037/edu0000335

DO - 10.1037/edu0000335

M3 - Article

AN - SCOPUS:85060018597

VL - 111

SP - 1045

EP - 1062

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 6

ER -

Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction

Abstract

Keywords

Access

Other files and links

Cite this