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, Susan C. Slater

Research output: Contribution to journalArticle

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 languageEnglish (US)
JournalJournal of Educational Psychology
DOIs
StateAccepted/In press - Jan 1 2019

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Mathematics
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mathematics
Students
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student
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teacher
Research
school
performance
evidence

Keywords

  • Proportional reasoning
  • Schema-based instruction
  • Seventh-grade students

Cite this

Improving Student Learning of Ratio, Proportion, and Percent : A Replication Study of Schema-Based Instruction. / Jitendra, Asha K.; Harwell, Michael R; Im, Soo Hyun; Karl, Stacy R.; Slater, Susan C.

In: Journal of Educational Psychology, 01.01.2019.

Research output: Contribution to journalArticle

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