Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms

Abstract

In this convergent mixed methods design study, single subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semiconcrete-abstract instructional sequence (CSA). This study investigated the impact of the intervention on the word problem solving, strategy use, and concept acquisition of three students with extensive support needs (ESN). The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word problems. Single-subject data indicated that all three students learned to solve word problems given concrete materials but needed more time to master the use of semiconcrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word problems, and mastered addition word problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word problem-solving performance. Limitations and implications for research are discussed.