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The purpose of this study was to extend the literature on schema-based instruction (SBI) and the effects of using the schema-based instructional strategy to solve word problems in a third-grade setting. It examines the overall effectiveness of using SBI on the students’ procedural accuracy and computational accuracy, with mixed computation word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. This study evaluated and compared the use of the SBI strategy and general strategy instruction (GSI) in teaching multi-step word-problems to third-grade students in two mixed abilities general education classrooms. The teacher instructed students using the schema-based instructional strategies to understand mathematical word-problems, plan a strategy, solve, and check the problems during the study. ANCOVA was used to analyze pre/post-test data on overall problem-solving, procedural and computational fluency, and attitudes toward mathematics. The results of this study indicated that the treatment group consistently outperformed the comparison group on all three achievement assessments with a statistically significant margin. The intervention showed to be beneficial for academic growth, however, it did not affect the students’ attitudes toward mathematics regarding their enjoyment or self-confidence.


File nameDate UploadedVisibilityFile size
19 Jul 2022
24.8 MB



  • Subject
    • Education

  • Institution
    • Cumming

  • Event location
    • Poster Session

  • Event date
    • 26 March 2021

  • Date submitted

    19 July 2022

  • Additional information
    • Acknowledgements:

      Josh Cuevas