ERIC Number: ED046697
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
A Study of Variables Within the Method of Individually Guided Discovery in Secondary School Mathematics: The Experimental Comparison of Conceptual Structures, Consolidation, and Learner Personality With Learning, Retention, and Transfer by Ninth Grade College Preparatory Males.
Carlow, Chester Dauphiny
Reported are the results of a study which investigated the influence of certain variables within the method of individually guided discovery in mathematics. The independent variables considered were the concepts of ordered partitions and permutations, the level of consolidation or practice after discovery, and the teachers. Also considered were intelligence quotient, conceptual level, and twelve manifest need factors measured by Stern's Activities Index, Criterion variables included number of hints required to make the discoveries, time, and the retention-transfer scores. The teachers worked individually with the students, ninth grade college preparatory males. After posing questions, hints in the form of questions were provided until the student was able to formulate the generalization correctly. The only significant difference discovered was in the effects of consolidation. Those receiving 50 percent consolidation attained mean retention-transfer approximately twice as great as those receiving none. All interaction effects among concepts, consolidation, and teachers were found to be non-significant. (Author/RS)
Descriptors: Discovery Learning, Doctoral Dissertations, Generalization, Instruction, Learning, Probability, Secondary School Mathematics
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 68-5449, Microfilm $3.00, Xerography $8.60)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY.