The effects of schema-based strategy instruction on the mathemati̇cal word problem solving skills of students with intellectual disabilty

This study aims to show the effects of schema-based strategy instruction on students with intellectual disabiliy; its effects on these students' gaining of word problem-solving ability and their ability to preserve this gaining. In addition, this research includes how much the use of strategy is generalized (according) to different people and their teachers' ideas on the use of schema-based strategy instruction for word problem-solving. Research includes three students with mild intellectual disability in Sivas. Multiple probe design with probe conditions across subject has been used and it is a type of single subject research model. The research consisted of baseline, training, probe, follw-up and generalization sessions. Data of interjudge reliability and application reliability have been collected. Reliability (efficiency) of schema-based strategy instruction has been evaluated by graphical analysis in this research. Results show that schema-based strategy instruction develops students' problem-solving performance and this development survives even after 5,10 or 15 days. Furthermore, it has been shown that the use of schema-based strategy instruction has been generalized (according) to different people. Interviews with teachers show that their ideas are generally positive on the use of schema-based strategy instruction for students' problem solving.