This study included 3 experiments to evaluate the effectiveness of schemabased video and animated diagrams on helping 45 students with learning disability (LD) solve arithmetic word problems involving money. The first experiment was a 3×3×3×3 Greco-Latin square design in which students scored higher in schema-based video and animated diagrams than word problems. The second experiment used an ANCOVA design in which students in both the schema-based video and animated diagrams groups obtained significantly higher posttest scores on word problems than students in a control group. The third experiment used repeated measures design to test the effectiveness of schema-based video on helping solve multiple-step word problems. Students showed a gradual improvement during treatment and achieved full marks in the last treatment and maintenance phases. They also retained most of the problem solving skills with new word problems in the transfer phase.
|頁（從 - 到）||571-576|
|期刊||ICIC Express Letters, Part B: Applications|
|出版狀態||已發佈 - 1月 1 2015|
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