The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis

Mathematical word problem-solving is an important area to master but also poses significant challenges for many, highlighting the need to investigate and implement effective interventions. Therefore, the objective of the current systematic review and meta-analysis was to investigate the effectiveness of mathematical word problem-solving interventions on mathematical word problem-solving skills among elementary school-aged children (Grades 1 to 6). In addition, the extent to which the effectiveness is moderated by sample, intervention, and design methodology characteristics was investigated. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework was utilized in the reporting of the study. Records for the systematic review were obtained through five electronic databases and citation searching and were evaluated against the eligibility criteria by two independent reviewers. The final sample included 115 reports from six continents, involving 20,456 students. Random-effects meta-analysis models with robust variance estimation revealed that mathematical word problem-solving interventions had a strong positive average effect (g = 0.95, k = 425) on elementary schoolers’ mathematical word problem-solving skills. A multiple meta-regression model showed that fidelity of implementation, dosage and frequency (intervention characteristics), dependent measure type, and study quality (design methodology characteristics) moderated intervention effectiveness. The findings imply that effective mathematical word problem-solving interventions are dependent on the quality of the instruction itself and that methodological aspects may modify the observed effects. Researchers and practitioners should especially pay attention to the quality of the intervention content and implementation to ensure improved word problem-solving outcomes and to critically evaluate causes for large intervention effects.