Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education
Article
Adeniji, Saidat Morenike, Baker, Penelope and Schmude, Martin. 2022. "Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education." Eurasia Journal of Mathematics, Science and Technology Education. 18 (6). https://doi.org/10.29333/ejmste/12087
| Article Title | Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education |
|---|---|
| ERA Journal ID | 200451 |
| Article Category | Article |
| Authors | Adeniji, Saidat Morenike, Baker, Penelope and Schmude, Martin |
| Journal Title | Eurasia Journal of Mathematics, Science and Technology Education |
| Journal Citation | 18 (6) |
| Article Number | em2119 |
| Number of Pages | 17 |
| Year | 2022 |
| Place of Publication | United Kingdom |
| ISSN | 1305-8215 |
| 1305-8223 | |
| Digital Object Identifier (DOI) | https://doi.org/10.29333/ejmste/12087 |
| Web Address (URL) | https://www.ejmste.com/article/structure-of-the-observed-learning-outcomes-solo-model-a-mixed-method-systematic-review-of-research-12087 |
| Abstract | The review followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) standard to search and report relevant articles on the use of SOLO model in mathematics. A systematic search was conducted in Education Source, ERIC, JSTOR, and PsycINFO databases and yielded 198 studies. After screening and appraisal, 62 papers (37 qualitative, 17 quantitative, and 8 mixed-method studies) published in English between 1990 and 2020 were reported using a narrative synthesis. The findings indicated that SOLO model appropriately reflects students' learning outcomes; there is a direct relationship between students’ performances and their SOLO levels; and SOLO model could explain several other developmental theories and contribute to the development of mathematics curricula. These findings highlight the gaps between theory and practice of this model in mathematics education, and informs education professionals about the diverse applications of the SOLO model for improving mathematics teaching and learning, fair assessment, and curriculum development. |
| Keywords | Mathematics assessment, systematic review, SOLO model, Mathematics teaching and learning |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 390109. Mathematics and numeracy curriculum and pedagogy |
| Byline Affiliations | University of New England |
| University of Ilorin, Nigeria |
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