ERIC Number: ED036174
Record Type: RIE
Publication Date: 1968-May-17
Reference Count: N/A
The Evaluation of Student Achievement in the Individually Prescribed Instruction Program in Mathematics at the Frank A. Berry School, Bethel, Connecticut.
Gallagher, Peter K.
The instructional implications of Individually Prescribed Instruction (IPI) were analyzed to determine what effect this method of organizing classroom teaching procedures had upon the arithmetic achievement of 104 IPI students, in comparison with a control group of 108 students. In addition, the study also sought to analyze the affective factors of attitude and personality development in regard to the instructional environment of both groups. Twenty children classified as culturally disadvantaged were studied separately. The investigation showed that there was a difference between the groups with regard to personality factors and attitude toward arithmetic. No difference could be found in composite achievement in arithmetic; nor was there a significant difference with regard to the achievement of the culturally disadvantaged children. The report is supplemented by data tables, a sample of the personality test, and a bibliography. (JY)
Descriptors: Achievement Rating, Comparative Analysis, Conventional Instruction, Disadvantaged, Educational Research, Individualized Instruction, Mathematics Instruction
Research for Better Schools, Inc., 1700 Market Street, Philadelphia, Penna. 19103
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: Individually Prescribed Instruction
Note: Unavailable through EDRS due to marginal reproducibility of original document