Authors: Zemira R Mevarech Shirlei Terkieltaub Tova Vinberger Vered Nevet
Publish Date: 2010/03/12
Volume: 42, Issue: 2, Pages: 195-203
Abstract
This study examined the differential effects of a metacognitive instruction called IMPROVE on third and sixth graders’ solution of word problems In particular the study focused on the solution of two kinds of word problems with consistent and with inconsistent language Participants were 194 Israeli students who studied in third N = 110 and sixth N = 84 grades All students were administered pre and posttests constructed of 16 word problems with consistent and inconsistent language About half of the students within each grade level were exposed to IMPROVE and the others studied under a ‘traditional’ teaching method The findings indicate that at both grade levels the IMPROVE students significantly outperformed their counterparts in the control group but third graders benefited from IMPROVE more than sixth graders In addition the study indicates that the gap in achievement between IMPROVE and control groups was larger on word problems with inconsistent language compared to word problems with consistent language The theoretical and practical implications of the study are discussed
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