Using Hypermedia and Multimedia to Promote Project-Based Learning of At-Risk High School Students

The term at-risk in this article refers to those students who are in danger of dropping out of school (Rodriguez, 199i). Often, these students have low self-esteem resulting from persistently low academic achievement. One possible reason for academic failure is a mismatch between the student\u27s needs and the curricular expectations. Consequently, it is important to plan to meet individual student needs appropriately and minimize the rate of dropouts. Planning more appropriately requires individualization of goals and curricula

Meeting the Needs of Students with Learning Disabilities in Inclusive Mathematics Classrooms: The Role of Schema-Based Instruction on Mathematical Problem-Solving

In this article, we discuss schema-based instruction (SBI) as an alternative to traditional instruction for enhancing the mathematical problem solving performance of students with learning disabilities (LD). In our most recent research and developmental efforts, we designed SBI to meet the needs of middle school students with LD in inclusive mathematics classrooms by addressing the research literatures in special education, cognitive psychology, and mathematics education. This innovative instructional approach encourages students to look beyond surface features of word problems to grasp the underlying mathematical structure of ratio and proportion problems. In addition, SBI introduces students to multiple strategies for solving ratio and proportion problems and encourages the selection of appropriate strategies

An exploratory study contrasting high- and low-ability students' word problem solving: The role of schema-based instruction.

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of SBI on transfer to novel problems, as compared to a business as usual control condition. Seventy 7th grade students in four classrooms (one high- and one low-achieving class in both the SBI and control conditions) participated in the study. Results indicate a significant treatment by achievement level interaction, such that SBI had a greater impact on high-achieving students' problem solving scores. However, findings did not support transfer effects of SBI for high-achieving students. Implications for improving the problem-solving performance of low achievers are discussed

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment

This study examined the effect of schema-based instruction (SBI) on seventh-grade students’ mathematical problem solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a six-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students’ regular mathematics instruction

Improving Students' Proportional Thinking Using Schema-Based Instruction

This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content

Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups' performance was comparable on a state standardized mathematics achievement test

Cognitive Strategy Instruction for Improving Expository Text Comprehension of Students With Learning Disabilities: The Quality of Evidence

Educators have widely used cognitive strategy instruction to address reading comprehension deficits evidenced by students with learning disabilities. However, no one has yet conducted a review of the quality of this literature. This review applies the quality indicators advocated by Gersten et al. (2005) and Horner et al. (2005) to evaluate the quality of published group and single-subject design studies that support cognitive strategy instruction. The authors analyzed 18 group studies and 7 single-subject design studies and calculated average weighted effect sizes and percentage of nonoverlapping data (PND). Only group design studies met the criteria for cognitive strategy instruction as an evidence-based practice. The authors also discuss implications for future research and practice

Academic Interventions for Students With ADHD: Predictors of Achievement Outcomes

Students with Attention-deficit/hyperactivity disorder (ADHD) are typically found to be at risk for increased underachievement, grade retention, and school dropout. Given the poor outcomes often associated with both low achievement and ADHD, it is important to examine the impact of treatment on the relationships between ADHD and achievement. Although previous research has identified some of the potential predictors of poor achievement in students with ADHD, no direct examination of the relationship between ADHD and achievement following interventions targeted to remediate specific academic difficulties has been completed. The purpose of this presentation is to report the results of a study designed to address these limitations in the literature. (PsycEXTRA Database Record (c) 2013 APA, all rights reserved