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ERIC Number: ED033082
Record Type: RIE
Publication Date: 1969-Mar
Pages: 157
Abstractor: N/A
Reference Count: 0
Individually Prescribed Instruction and Academic Achievement. A Report on an Experimental Project.
Lewy, Rafael A.
A study was designed to measure the effect of an individually prescribed instruction (IPI) program on the cognitive achievement of fourth and fifth graders. The 141 IPI students studied had been exposed for two years to the program which involved 600 students in two schools; they were compared with 198 non-IPI students from control schools matched on geographic and socioeconomic factors. Achievement tests administered to each were the Iowa Test of Basic Skills, a part-Iowa Test, a free writing sample, an IPI language test, and an IPI math test. The data analysis on 53 variables (using factorial analysis of variance and the Scheffe formula of difference between means) divided students into grades, sex, schools, and IQ levels. No significant differences between groups was established, indicating that IPI and non-IPI students achieve equally well in the areas tested. Nonsignificant trends suggest, however, that (1) IPI as a method has been most effective in the language area; (2) in mathematics, IPI students do not achieve as well as non-IPI students; (3) fifth-grade girls in the upper intelligence levels tend to achieve better in non-IPI settings than their IPI counterparts; and (4) success of an IPI program depends on content, method of administration, student characteristics, and teacher role. (A 27-item bibliography and the math test and reading test are appended.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A