Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education

Title
Structure of the Observed Learning Outcomes (SOLO) model: A mixed-method systematic review of research in mathematics education
Publication Date
2022-05-14
Author(s)
Adeniji, Saidat
( author )
OrcID: https://orcid.org/0000-0002-9670-0321
Email: sadeniji@myune.edu.au
UNE Id une-id:sadeniji
Baker, Penelope
( author )
OrcID: https://orcid.org/0000-0001-6775-178X
Email: pbaker31@une.edu.au
UNE Id une-id:pbaker31
Schmude, Martin
( author )
OrcID: https://orcid.org/0000-0002-0194-0243
Email: mschmud2@une.edu.au
UNE Id une-id:mschmud2
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Modestum Publishing Ltd
Place of publication
United Kingdom
DOI
10.29333/ejmste/12087
UNE publication id
une:1959.11/53500
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 eight 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.
Link
Citation
Eurasia Journal of Mathematics, Science and Technology Education, 18(6), p. 1-17
ISSN
1305-8223
1305-8215
Start page
1
End page
17
Rights
Attribution 4.0 International

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