This research investigation examined the effects of Singapore’s Model Method, also known as
“model drawing” or “bar modeling” on the word problem-solving performance of thrid and
fourth grade students. Employing a single-case design, a researcher-designed teaching
intervention was delivered to a child in third grade over the course of 8 teaching sessions.
Using researcher-designed assessment probes, repeated measures of the dependent variable
(percentage of problems solved correctly) were taken throughout the experiment through three
different phases: baseline, intervention, and maintenance.