ERIC Number: ED230390
Record Type: RIE
Publication Date: 1983
Reference Count: 0
The Effects of Group Size, Instructional Method, and Mode of Responding on the Acquisition of Mathematical Concepts by Fourth Grade Students.
Sindelar, Paul T.
Two studies were conducted to compare experimentally the effects of teacher-led instruction and seatwork on acquiring mathematical concepts. In the first study, 255 fourth graders were assigned to groups to be taught a 15-minute teacher-led lesson only, a 15-minute lesson plus 12 minutes of teacher-led follow-up, or a 15-minute lesson plus 12 minutes of independent seatwork, each taught individually or in groups of 3 or 6. Group size affected both time-on-task and achievement. The hypothesized relationship between achievement and amount of teacher-led instruction was supported for children taught individually; length of teacher-led lessons appeared to be critical in determining achievement for groups of 3 and 6. In the second study, 108 fourth graders received a 15 minute lesson with no follow-up, a 30-minute lesson with 25% teacher-led instruction and 75% seatwork, a 30-minute lesson divided equally between teacher-led instruction and seatwork, or a 30-minute lesson with 75% teacher-led instruction and 25% seatwork. It was concluded that the more time spent in a sustained instructional activity, the greater is achievement. (MNS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mathematics Education Research