Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22381
Title: 
Authors: 
Supervisor: 
Poon, Kenneth K.
Goh, Ailsa Ee Ping
Issue Date: 
2020
Abstract: 
The study focused on the effect of the schema-based instruction with the bar model approach on Primary 3 students with difficulties in solving word problems. There were two objectives of this study. The first objective was to investigate whether students with difficulties in word problem solving would improve in their performance through the intervention using schema-based instruction with bar model approach for combine, change and compare word problems. The second objective of the study was to develop an item bank of word problems that would be used to create tests that would be used during intervention to measure students’ progress.

The word problems were administered to one hundred and ninety-one Primary 3 students. Using the Rasch model of measurement, the finding indicated that at least 90% of the 20 tests in each the word problem type (combine, change and compare) were within ±1.5 standard deviation, suggesting that they were similar in their difficulty level. Using the one-sample t-test, the mean difficulty scores for the tests within each word problem type was not statistically different from the mean group difficulty.

As the population of students with learning difficulties in mathematics in mainstream school is small, the single case design was used to determine the effectiveness of the intervention. The intervention was implemented to support students who were struggling with word problems. Using Tau-U as one of the methods for analysis, the finding indicated that the intervention was effective with an effect size of 89.5% for compare word problems, 82.2% for combine word problems and 81.1% for change word problems. The effect size for the participants ranged from 72.4% to 100%.
URI: 
Issued Date: 
2020
Call Number: 
BF723.S17 Lim
Appears in Collections:Doctor of Philosophy (Ph.D.)

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