Abstract
This study examined the effects of computer-assisted, schema-based instruction on the problem-solving skills of fifth grade students with below average problem-solving skills. In a randomized controlled study, 16 students were given a 12-week intervention, and 16 control students received state test preparation review in their regular classroom. Results demonstrated that the computer-assisted, schema-based instruction group showed greater gains relative to the control group on items from the Massachusetts Comprehensive Assessment System and greater rates of growth on biweekly examiner-made probes. However, no difference in gain scores between the groups was observed on the Process and Application subtest from the Group Mathematics Assessment and Diagnostic Evaluation. Implications for intervention and future research are discussed.
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