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Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment

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Title: Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment
Language: English
Authors: Jitendra, Asha K., Dupuis, Danielle N., Rodriguez, Michael C., Society for Research on Educational Effectiveness (SREE)
Source: Society for Research on Educational Effectiveness. 2012.
Availability: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Peer Reviewed: N
Physical Description: PDF
Page Count: 12
Publication Date: 2012
Document Type: Reports - Research
Education Level: Elementary Education
Grade 3
Descriptors: Mathematics Achievement, Tutoring, Problem Solving, Word Problems (Mathematics), Small Group Instruction, Program Effectiveness, Mathematics Skills, Grade 3, Elementary School Mathematics, Elementary School Students, Comparative Analysis, Teaching Methods, Metacognition, At Risk Students, Standardized Tests
Abstract: The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the problem-solving performance was not maintained 8 weeks following the tutoring intervention. However, the SBI condition led to superior performance on a standardized mathematics achievement test compared with the control group. With respect to metacognitive strategy knowledge, the SBI condition outscored the control condition. Further, results suggested that SBI was equally effective for students from various at-risk subgroups. These findings demonstrate the efficacy of SBI tutoring conducted by trained tutors. (Contains 3 tables.)
Abstractor: ERIC
Number of References: 19
Entry Date: 2012
Accession Number: ED536317
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED536317
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  Data: Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment
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  Data: <searchLink fieldCode="AR" term="%22Jitendra%2C+Asha+K%2E%22">Jitendra, Asha K.</searchLink><br /><searchLink fieldCode="AR" term="%22Dupuis%2C+Danielle+N%2E%22">Dupuis, Danielle N.</searchLink><br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Michael+C%2E%22">Rodriguez, Michael C.</searchLink><br /><searchLink fieldCode="AR" term="%22Society+for+Research+on+Educational+Effectiveness+%28SREE%29%22">Society for Research on Educational Effectiveness (SREE)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Society+for+Research+on+Educational+Effectiveness%22"><i>Society for Research on Educational Effectiveness</i></searchLink>. 2012.
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  Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the problem-solving performance was not maintained 8 weeks following the tutoring intervention. However, the SBI condition led to superior performance on a standardized mathematics achievement test compared with the control group. With respect to metacognitive strategy knowledge, the SBI condition outscored the control condition. Further, results suggested that SBI was equally effective for students from various at-risk subgroups. These findings demonstrate the efficacy of SBI tutoring conducted by trained tutors. (Contains 3 tables.)
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      – Text: English
    PhysicalDescription:
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        PageCount: 12
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Tutoring
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      – SubjectFull: Problem Solving
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Elementary School Mathematics
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Metacognition
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      – SubjectFull: At Risk Students
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      – SubjectFull: Standardized Tests
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      – TitleFull: Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment
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