| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === Schema-based instruction (SBI) allows students to identify and organize types of problems and therefore apply different strategies appropriate to the problem. The purpose of this study was to examine the effectiveness of schema-based instruction on ratio and proportion word problem solving skills of middle school students with learning disabilities. Three middle school students with learning disabilities participated in pre-experimental (i.e., introduction, screening test) and experimental (i.e., baseline, intervention, and maintenance test) sessions. In this study, a single subject multiple baseline design across subjects was used to determine the effectiveness of SBI on increasing student comprehension of math word problems as demonstrated by increased test scores. Besides, Findings from social validity measures from participants support the use of SBI as a means to increase motivation. Based on the results of this study, SBI demonstrates promise as a viable and effective math intervention on ratio and proportion word problems that should be considered for students with learning disabilities. Implications for practice and suggestions for further research are discussed.
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