ERIC Number: ED022683
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
An Experimental Study of the Relationship between Certain Theoretically Postulated Elements in Classroom Learning and Student Achievement, Grade Distributions and the Incidence of Certain Classroom Activities.
Proctor, Charles McDavitt, Jr.
Tested was the hypothesis that learning will be significantly enhanced and classroom activities will tend to be more frequently student-initiated when the learning situation contains three elements--a means of operationally clarifying learning objectives for students, a feedback system to provide the student and teacher with information regarding student attainment of the objectives, and a means of clearly associating this attainment with grades reported to parents. Ten algebra teachers in six junior high schools in Montgomery County, Maryland Public Schools, were involved in the investigation. Each teacher taught an experimental and a control group. All classes used the same textbook for which quizzes and tests were available. A 50-item mid-term examination and the "Cooperative Test Service Test of Algebra I" were used. Data indicated that the experimental group demonstrated higher achievement. During the fifth and sixth marking periods some teachers abandoned the experimental method of grade determination. Significant differences between the study groups were not apparent during this period. (BC)
Descriptors: Achievement, Algebra, Doctoral Dissertations, Extracurricular Activities, Grades (Scholastic), Learning, Secondary School Mathematics
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48103 (Order No. 68-7033, Microfilm $3.00, Xerography $6.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Maryland Univ., College Park.
Identifiers - Location: Maryland