The Effects of Schema-Based Instruction on Addition and Subtraction Word Problem Solving for First Grade Elementary School Students

• Main Authors: Lin, Yu-Ju, 林昱儒
• Other Authors: Chang, Li-Fen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/95525033979732953761

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 104 === This study was aimed to explore the instant effects and delayed effects of schema-based instruction on grade one elementary school students’ solving of add and subtract word problems, and discuss the views of students towards schema-based instruction. Random pre-post test design was applied to this study, with 30 students from a day care center in Changhua County, who didn’t get full marks in the pre-test, as research subjects. The 30 students were randomly divided into the experimental group and the control group. Twelve lessons of schema-based instruction were given to the experimental group, while the control group received no other treatment. The add and subtract word problem achievement test was given to students before, right after, and one week after the experimental treatment, to collect the scores of pre-test, post-test, and delayed post-test. Meanwhile, the Learning Experience Questionnaire of Schema-based Instruction was applied to collect the scores of attitudes towards schema-based instruction of students from the experimental group. The main results of the study were as follows: 1.Schema-based instruction had instant effects on grade one elementary school students’ performance of solving add and subtract word problems. The experimental group students’ scores on Change Problems and the over-all scores were significantly higher than that of the control group students. There was no significant differences on scores of Combine Problems and Compare Problems between the experimental group and the control group. 2.Schema-based instruction had delayed effects on grade one elementary school students’ performance of solving add and subtract word problems. One week after schema-based instruction, the experimental group students’ scores of Change Problems, Compare Problems and over-all scores were all significantly higher than that of the control group students, but no significant differences were found on scores of Combine Problems. 3.The majority of experimental group students approved of the schema-based instruction. Suggestions to education and future research were discussed based on the results of this study.