ERIC Number: ED047956
Record Type: RIE
Publication Date: 1971-Feb-4
Reference Count: N/A
Learner Versus Teacher Controlled Arithmetic Practice.
Dean, Peter M.
This study was designed to investigate the effect of allowing students to generate their own problems and make their own decisions concerning their rate of progress through the instructional materials. An IBM 1500-1130 instructional system was used for the study. A program was developed to provide 72 different prototype arithmetic practice problems in addition, subtraction and multiplication. Subjects were 120 fourth, fifth and sixth graders. A pretest was used to place students in the program. Students who demonstrated proficiency were excused from the study. One group of students made up the student-controlled version of the program and the other group comprised the teacher-controlled group. Among the results found from an analysis of the data was that students under learner-controlled conditions learned more than students under teacher control. Also, the variation in individual difference in performance decreased. Although most students improved their performance as a result of the experiment, the gain under any condition was less than expected. [Not available due to marginal legibility of original document.] (Author/FL)
Descriptors: Arithmetic, Computer Assisted Instruction, Elementary School Mathematics, Instruction, Learning
ERIC Information Analysis Center for Science and Mathematics Education, 1460 West Lane Ave., Columbus, Ohio 43221 (Loan)
Publication Type: N/A
Education Level: N/A
Authoring Institution: International Business Machines Corp., San Jose, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York City, New York, February 4-7, 1971)