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Effects of Schematic Chunking Intervention on Enhancing Geometry Performance in High School Students With Geometry Learning Difficulties.

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Title: Effects of Schematic Chunking Intervention on Enhancing Geometry Performance in High School Students With Geometry Learning Difficulties.
Authors: Al Hadi, Moosa, Zhang, Dake
Source: Learning Disability Quarterly. Nov2025, Vol. 48 Issue 4, p257-270. 14p.
Subjects: Treatment of learning disabilities, Curriculum, Scale analysis (Psychology), Mathematics, Qualitative research, Task performance, Psychology of high school students, Educational outcomes, Hispanic Americans, Health occupations students, Teaching methods, Problem solving, Descriptive statistics, Academic achievement, Memory, Cognitive therapy
Geographic Terms: United States
Abstract: Geometry education is an important aspect of science, technology, engineering, and mathematics (STEM) education, but it is often overlooked in K–12 education in the United States. Chunking strategy reduces the cognitive load demanded in the processing of information, and it has been applied as a testing accommodation for high school students with math difficulties (MD) in prior research. This study extended prior research from test accommodation to examining the effect of schematic chunking as an intervention on the geometry performance of high schoolers with MD. A multiple probe design across participants was used. Three tenth graders with difficulties in learning geometry participated in this study. We revealed that the schematic chunking strategy improved all three students' performance in solving high school geometry problems, with varying improvement on two generalization measures. Qualitative analysis suggested that all three participants adopted the schematic chunking strategy; however, some barriers interfered with their successful use of the chunking strategy. Individual differences in responses to the schematic chunking intervention suggested that the effectiveness of the chunking strategy depends on the assumption that students have the prerequisite expertise to recognize meaningful schematic chunks and can retrieve related theorems from long-term memory. We recommended that schematic chunking strategy should be integrated with, rather than replacing, geometry content instruction. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Geometry education is an important aspect of science, technology, engineering, and mathematics (STEM) education, but it is often overlooked in K–12 education in the United States. Chunking strategy reduces the cognitive load demanded in the processing of information, and it has been applied as a testing accommodation for high school students with math difficulties (MD) in prior research. This study extended prior research from test accommodation to examining the effect of schematic chunking as an intervention on the geometry performance of high schoolers with MD. A multiple probe design across participants was used. Three tenth graders with difficulties in learning geometry participated in this study. We revealed that the schematic chunking strategy improved all three students' performance in solving high school geometry problems, with varying improvement on two generalization measures. Qualitative analysis suggested that all three participants adopted the schematic chunking strategy; however, some barriers interfered with their successful use of the chunking strategy. Individual differences in responses to the schematic chunking intervention suggested that the effectiveness of the chunking strategy depends on the assumption that students have the prerequisite expertise to recognize meaningful schematic chunks and can retrieve related theorems from long-term memory. We recommended that schematic chunking strategy should be integrated with, rather than replacing, geometry content instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487241310876
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        Text: English
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        PageCount: 14
        StartPage: 257
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      – SubjectFull: Treatment of learning disabilities
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Scale analysis (Psychology)
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      – SubjectFull: Mathematics
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      – SubjectFull: Qualitative research
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      – SubjectFull: Task performance
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      – SubjectFull: Psychology of high school students
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Hispanic Americans
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      – SubjectFull: Health occupations students
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      – SubjectFull: Teaching methods
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      – SubjectFull: Problem solving
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Memory
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      – SubjectFull: Cognitive therapy
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Effects of Schematic Chunking Intervention on Enhancing Geometry Performance in High School Students With Geometry Learning Difficulties.
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            NameFull: Al Hadi, Moosa
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            – D: 01
              M: 11
              Text: Nov2025
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              Y: 2025
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