This study was conducted to examine factors that influence learning to solve arithmetic word problems by applying various problem-solving instructions. Three instructions were investigated using thirty mildly mental handicapped students in Hong Kong: conventional instruction, worked example-based and cognitive guided instruction. The results indicated that students presented with worked example-based and cognitive guided instruction outperformed those presented with conventional instruction. However, it showed no difference between worked example-based and cognitive guided instruction. Implications for word problem-solving instructions will be discussed.
|Publication status||Published - 2004|