The effect of schema based instruction on improving problem solving skill and visual memory of students with mathematics learning disabilities

Abstract

The purpose of present study is investigate the effectiveness of schema-based instruction on improving problem- solving skill and visual memory of students with mathematics learning disabilities in third grade class of Boushehr elementary school. The research method was experimental with design pretest-posttest with control group. The sample consisted of 12 elementary school students who were selected by a multistage random sampling method. Participants of experiment group have been under schema-based instruction for 15 sessions in about 2 months. During treatment session of this group, control group received no intervention. Data were analyzed using mean, standard deviation, Multivariate analysis of covariance and analysis of covariance. Results show that schema- based instruction to promote problem-solving skill and visual memory in experiment group in comparison with control group. Therefore, training this approach can be proposed for students with mathematics learning disabili- ties.