ERIC Number: ED041896
Record Type: RIE
Publication Date: 1969-Oct
Reference Count: 0
Effectiveness of Two Ways of Teaching Grammar to Students of Different Ability Patterns. Final Report.
King, F. J.; And Others.
This research report recounts the procedures, results, and recommendations of a research project in which more than 200 tenth-grade students in Florida were tested (1) to determine whether aptitude treatment interaction (ATI) effects on syntactic maturity and on knowledge of structural relationships occur after several months of instruction; (2) to refine the ability measures used as predictors in this study to increase their differential validity in measuring ATI; (3) to determine whether the findings from the first study could be cross-validated in a second study. The following topics are discussed: (1) previous studies of ATI effects; (2) the complexities involved in any research which attempts to enhance student achievement by using instructional treatments related to ability patterns; (3) the criterion measures used to pretest the students' general, semantic and symbolic abilities and to pre- and post-test their grammar achievement; (4) the effectiveness of the two linear-programed textbooks in transformational and traditional grammar which were used as treatments (5-month period for the first study and 3 months for the second); (5) cross-validation procedures; and (6) the results of the research which, though inconclusive, pointed to modifications in treatments, scoring techniques, and ability tests . (JB)
Descriptors: Ability Identification, Aptitude Tests, Aptitude Treatment Interaction, Cognitive Measurement, Correlation, Educational Testing, Evaluation Methods, Grade 10, Grammar, Methods Research, Predictive Measurement, Predictive Validity, Program Effectiveness, Programed Instruction, Research Criteria, Statistical Analysis, Teaching Methods, Traditional Grammar, Transformational Generative Grammar
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Florida State Univ., Tallahassee.