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ERIC Number: ED003558
Record Type: RIE
Publication Date: 1960
Pages: 114
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
MATHEMATICS INDIVIDUAL LEARNING EXPERIMENT.
CROSBY, GWLADYS; AND OTHERS
THIS EXPERIMENT TESTED AND EVALUATED THE CHANGE IN ACHIEVEMENT AND ATTITUDE TOWARD MATHEMATICS OF NINTH-GRADE, ELEMENTARY ALGEBRA PUPILS SUBJECTED TO TWO METHODS OF INSTRUCTION. TWO HYPOTHESES WERE TESTED--(1) CLASSES TAUGHT BY INDIVIDUALIZED AND TRADITIONAL METHODS DO NOT DIFFER IN NINTH-GRADE ALGEBRA ACHIEVEMENT AND (2) INDIVIDUALIZED AND TRADITIONAL METHODS OF TEACHING NINTH-GRADE ALGEBRA SHOW NO DIFFERENCE IN CHANGING ATTITUDES TOWARD MATHEMATICS. AN INSTITUTE WAS HELD FOR ORIENTATION OF SELECTED TEACHERS. THE RANDOMIZED BLOCK EXPERIMENT INVOLVED 36 NINTH-GRADE ELEMENTARY ALGEBRA CLASSES IN NINE JUNIOR HIGH SCHOOLS IN THE NEW YORK CITY AREA. BOTH STUDENT AND TEACHING METHOD WERE ASSIGNED AT RANDOM. THE ATTITUDE ANALYSIS REVEALED A SIGNIFICANT DROP IN MEAN SCORES OF BOTH GROUPS FROM THE BEGINNING TO THE END OF THE TERM. NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE TWO GROUPS IN ACHIEVEMENT. (JK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: City Univ. of New York, Flushing, NY. Queens Coll.
Identifiers: City University of New York Queens College; Differential Aptitude Tests; NEW YORK; New York (Flushing); New York (New York)