This study, utilizing two types of computer-based instruction (CBI) programs developed by the researcher, was to examine the effects of explicit strategies instruction on 105 sixth-grade students' mathematics problem-solving skills. Students drawn from five public elementary schools were divided into three groups (experimental, CBI control, and traditional control) and assessed on their mathematics problem-solving achievement levels (high and low) using a mathematics problem-solving sub-test from the Canadian Test of Basic Skills (CTBS-MPS) (multi-level edition. r =97). The students were given the Mathematics Problem-Solving Test which was developed for this research as well as the CTBS-MPS to measure their mathematics problem-solving performance. In order to measure their estimation of performance on the MPST, Self-Prediction of Performance, Self-Evaluation of Performance, Accuracy of Self-Prediction of Performance, and Accuracy of Self-Evaluation of Performance were measured. The findings indicated that students in the experimental group who were exposed to explicit strategies instruction via computer showed a significantly greater improvement on the CTBS than those in the CEI control or traditional control groups. However, there were no significant differences observed on the MPST, SPP, SEP, ASPP, and ASEP across the three groups.
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