Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities

Abstract

This study investigated the effects of a two-phase cognitive strategy on algebra problem solving of adolescents with learning disabilities. The strategy was designed to enable students to represent and solve three types of word problems. The study used a modified multiple baseline with 11 replications as well as a two-group design. Conditions of the multiple-baseline design included baseline, instruction to mastery, transfer, and maintenance. Visual analysis of the single-subject data showed the strategy to be an effective intervention for this sample of students with deficits in algebra problem solving, but with criterial knowledge of basic operations and one-step problems. Statistical analyses of the two-group data showed that the instructed students had significantly higher posttest scores than the comparison group. Overall, the instructed students demonstrated improved performance on algebra word problems. Maintenance and transfer of the strategy were evident. This study has implications for teaching complex problem solving to adolescents with learning disabilities in secondary schools.