ERIC Number: ED028928
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Effects of Three Instructional Strategies on Achievement in a Remedial Arithmetic Program.
Shaw, Carl Neil
The purpose of this study was to investigate the effects of three instructional strategies on arithmetic achievement. The instructional strategies used in the study were drill, drill with feedback, and mixed drill. The materials were remedial in nature and were presented via computer-assisted instruction. The subjects for the study were junior high school students whose performance on diagnostic tests indicated that they lacked computational skill in addition and subtraction. An experimental and a control group were utilized, and data were obtained from the administration of pre- and post-tests. Among the findings were (1) all treatments produced significant increases in scores on the immediate post-test at the .05 level, (2) all treatment groups had significantly higher scores on both the prerequisite and terminal objectives for both addition and subtraction while the control group had no significant changes in scores, (3) the drill with feedback and control groups did not have significantly higher scores on the delayed post-tests on the prerequisite objectives, and (4) the fact that all groups, including the control group, had significantly higher scores on the delayed post-tests on the terminal objectives indicates that some effects other than those of the treatment may have been operating. (RP)
Descriptors: Achievement, Addition, Arithmetic, Comparative Analysis, Computer Assisted Instruction, Doctoral Dissertations, Instruction, Low Ability Students, Remedial Mathematics, Secondary School Mathematics, Subtraction
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-16385, Microfilm $3.00, Xerography $4.80)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Florida State Univ., Tallahassee.