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A Mixed Method Study on Schema-Based Instruction, Mathematical Problem Solving Skills, and Students with an Educational Disability

<p> The purpose of this study was to determine the student outcomes of implementing schema-based instruction on students in grades 3-8 identified with an educational disability and ascertain how students&rsquo; developed mathematical problem solving skills. After special education teachers in a metropolitan school district in the Midwest administered a pre-assessment, the researcher used the results to select 21 students with an educational disability to participate in the mixed-methods study. Special education teachers implemented Asha K. Jitendra&rsquo;s (2007) educational program titled, Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction, during the 2013-2014 school year and taught participants using these techniques. The researcher measured student achievement by using both a pre and post-assessment and M-CAP benchmark scores on mathematical problem solving. In addition, the researcher gathered perceptions of schema-based instruction via surveys and interviews with special education teachers, general education teachers, and student participants. The analysis of quantitative data from the pre and post-assessments of students participating in the schema-based program as well as the analysis of qualitative data from student participant surveys supported a positive outcome on the use of schema-based instruction with students with an educational disability; the findings of this study reinforced the then-current literature. However, the student participants' M-CAP assessment data did not demonstrate the same amount of growth as the assessment data from the schema-based program. In addition, the analysis of survey and interview data from the two teacher groups also displayed discrepancies between special education teachers&rsquo; and general education teachers&rsquo; overall perceptions of the schema-based instructional program. Despite this, the preponderance of evidence demonstrated most students who participated in the study did learn as a result of the schema-based instruction and developed mathematical problem-solving skills. Therefore, the findings of this study corroborated the then-current literature and supported the continual use of the researched program; Solving Math Word Problems: Teaching Students with Learning Disabilities Using Schema-Based Instruction, by Jitendra (2007). The researcher concluded this program a valid research-based intervention to increase mathematical problem solving skills for students with an educational disability.</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10244398
Date01 December 2016
CreatorsCasner, Bill
PublisherLindenwood University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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