An Examination of the Efficacy of Schema-Based Word Problem Instruction in Improving the Executive Functions of Mathematically Impairment Among Students with Specific Learning Disorders

Ebrahimi, Omid; Badri Gargari, Rahim; Nemati, Shahrooz; Hashemi, Touraj

doi:10.22059/japr.2023.333501.644071

An Examination of the Efficacy of Schema-Based Word Problem Instruction in Improving the Executive Functions of Mathematically Impairment Among Students with Specific Learning Disorders

Document Type : Research Paper

Authors

¹ Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.

² Department of Education Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran.

³ Department of Psychology, Faculty of Education Sciences and Psychology, University of Tabriz, Tabriz, Iran.

10.22059/japr.2023.333501.644071

Abstract

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

Keywords

20.1001.1.22518126.1402.14.3.2.1

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