The effects of cognitively guided phonetic instruction on achievement and self efficacy in elementary students in a response to intervention program

Moore, Stephanie; Cuevas, Joshua A.

doi:10.33902/jpr.202215063

Cited by 2 publications

(4 citation statements)

References 25 publications

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“…Many recent studies have explored interventions designed to improve elementary and middle grades students' learning in mathematics (Baker & Cuevas, 2018;McClelland & Cuevas, 2020) and across a variety of content areas (Dalton & Cuevas, 2019;Jennings & Cuevas, 2021;Liming & Cuevas, 2017;Tankersley & Cuevas, 2019;Zavala & Cuevas, 2019). Some of these have focused specifically on schema-based (Hughes & Cuevas, 2020) and cognitively guided instruction (Moore & Cuevas, 2022). The purpose of this present study was similarly to extend the literature on schema-based instruction and the effects of using the schema-based instructional strategy to solve word problems in a third-grade general education setting.…”

Section: Discussionmentioning

confidence: 94%

The Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom

Skinner¹,

Cuevas²

2023

INT J INSTRUCTION

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In this study we tested the effects of schema-based instruction (SBI) strategies on 3 rd grade students' mathematics skills. We compared SBI to general strategy instruction (GSI) when teaching multi-step word problems to students in mixedabilities general education classrooms. SBI strategies were used to instruct students in an attempt to increase understanding of mathematical word problems, assist with planning a strategy, solving, and checking problems. We assessed the overall effectiveness of SBI on students' procedural accuracy and computational accuracy with mixed computation word problems. Students' attitudes toward problem solving were compared before and after the use of SBI. ANCOVA was used to analyse pre/post-test data on overall problem-solving, procedural and computational fluency, and attitudes toward mathematics. The results indicated that the treatment group consistently outperformed the comparison group on all three achievement assessments by a statistically significant margin, on measures of overall problem-solving ability, procedural fluency, and computational fluency, but not on attitudes towards mathematics. The intervention was shown to be beneficial for enhancing student learning of math across a number of academic constructs.

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Section: Discussionmentioning

confidence: 94%

The Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom

Skinner¹,

Cuevas²

2023

INT J INSTRUCTION

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“…This is in line with the cognitive theories of Festinger (Miller et al, 2015) and Ausubel (Brod, 2021). Moore and Cuevas (2022) found that when students' prior knowledge is taken into account during instruction, new strategies are generated and internalized, and students take ownership of the techniques they employ to tackle challenges. CGIS is also an instructional strategy that enables the structuring of students' learning experiences.…”

Section: Discussionmentioning

confidence: 99%

“…The cognitively guided instructional strategy represents an approach to teaching that centres on the learner and leverages students' prior classroom experiences as a starting point for achieving educational goals (Moore & Cuevas, 2022). This instructional method is contextually adaptive, allowing educators to firmly establish students' contextual understanding of Physics by utilizing their everyday experiences as the basis for all instructional activities.…”

Section: Cognitively Guided Instructional Strategymentioning

confidence: 99%

“…This instructional method is contextually adaptive, allowing educators to firmly establish students' contextual understanding of Physics by utilizing their everyday experiences as the basis for all instructional activities. Moore and Cuevas (2022) underscored that the Cognitively Guided Instructional Strategy (CGIS) is a constructivist approach to teaching both science and mathematics, employing extensive discourse and problem-solving to cultivate a conceptual grasp of fundamental scientific and mathematical concepts.…”

Section: Cognitively Guided Instructional Strategymentioning

confidence: 99%

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Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

Okeke,

Ramaila,

Ukoh

2023

IJLTER

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In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.

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The effects of cognitively guided phonetic instruction on achievement and self efficacy in elementary students in a response to intervention program

Cited by 2 publications

References 25 publications

The Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom

The Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom

Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics

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