Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education
Saidat Morenike Adeniji 1 2 * , Penelope Baker 1, Martin Schmude 1
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1 University of New England, Armidale, AUSTRALIA
2 University of Ilorin, Ilorin, NIGERIA
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

https://doi.org/10.29333/ejmste/12087

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 6, Article No: em2119

Publication date: 14 May 2022

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