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ERIC Number: ED015874
Record Type: RIE
Publication Date: 1967-Aug
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
EFFECTS OF EXPERIMENTAL PROGRAMS IN NINTH GRADE ALGEBRA ON PUPILS' SUBSEQUENT ENROLLMENT AND PERFORMANCE IN MATHEMATICS AND SCIENCE SUBJECTS. INTERIM REPORT.
RYAN, JAMES J.
AS PART OF A LARGER EVALUATION PROJECT, THIS RESEARCH EFFORT WAS ORGANIZED TO STUDY THE EFFECTS OF THE NEW MATH PROGRAMS ON HIGH SCHOOL PUPILS' SUBSEQUENT ENROLLMENT AND ACHIEVEMENT IN MATHEMATICS AND SCIENCE COURSES. THE PARTICULAR MATHEMATICS PROGRAMS INCLUDED IN THE STUDY WERE (1) THE BALL STATE TEACHERS COLLEGE PROGRAM, (2) THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM), AND (3) SCHOOL MATHEMATICS STUDY GROUP (SMSG). THE SPECIFIC QUESTION OF THE STUDY CONCERNED DIFFERENCES IN MATHEMATICS AND SCIENCE ENROLLMENTS BETWEEN STUDENTS IN ONE OF THE EXPERIMENTAL MATHEMATICS PROGRAMS AND STUDENTS IN CONVENTIONAL MATHEMATICS PROGRAMS. OTHER FACTORS CONSIDERED IN THE DATA ANALYSIS WERE THE GRADES THE STUDENTS EARNED IN NINTH GRADE MATHEMATICS AND THE PUPIL'S SEX. PUPILS IN A NUMBER OF SCHOOLS WERE ENROLLED IN NINTH GRADE ALGEBRA CLASSES IN WHICH ONE OF THE THREE EXPERIMENTAL PROGRAMS (E) OR A CONVENTIONAL (C) PROGRAM WAS BEING USED IN ALTERNATE CLASSES TAUGHT BY THE SAME TEACHER. INFORMATION WAS REQUESTED CONCERNING NINTH AND TENTH GRADE PUPIL ENROLLMENT AND FINAL GRADES AS WELL AS ELEVENTH GRADE ENROLLMENT IN EACH OF THE FOLLOWING AREAS--(1) MATHEMATICS, (2) LANGUAGE ARTS, (3) SOCIAL STUDIES, AND (4) SCIENCE. SOME EVIDENCE FAVORED THE CONCLUSION THAT THE BALL STATE AND UICSM PROGRAMS LED TO GREATER ENROLLMENTS IN TENTH GRADE MATHEMATICS, BUT NO DIFFERENCES IN SUBSEQUENT MATH AND SCIENCE PERFORMANCE WERE FOUND BETWEEN STUDENTS OF THE E OR C PROGRAMS. (DH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minnesota State Dept. of Education, St. Paul. Minnesota National Lab.
Identifiers: Ball State University IN; School Mathematics Study Group; THE UNIVERSITY OF ILLINOIS COMMITTEE ON SCHOOL MATHEMATICS (UICSM); UNITED STATES DEPARTMENT OF HEALTH EDUCATION AND WELFARE