The effects of meta-cognitive instruction on third and sixth graders solving word problems

This study examined the differential effects of
a meta-cognitive instruction, called IMPROVE, on third
and sixth graders' solution of word problems. In particular,
the study focused on the solution of two kinds of word
problems: with consistent and with inconsistent language.
Participants were 194 Israeli students who studied in third
(N = 110) and sixth (N = 84) grades. All students were
administered pre- and post-tests constructed of 16 word
problems with consistent and inconsistent language. About
half of the students within each grade level were exposed to
IMPROVE and the others studied under a ‘traditional'
teaching method. The findings indicate that at both grade
levels the IMPROVE students significantly outperformed
their counterparts in the control group, but third graders
benefited from IMPROVE more than sixth graders. In
addition, the study indicates that the gap in achievement
between IMPROVE and control groups was larger on word
problems with inconsistent language compared to word
problems with consistent language. The theoretical and
practical implications of the study are discussed.