ERIC Number: ED049027
Record Type: RIE
Publication Date: 1970
Reference Count: 0
Use of a Semantic Differential Instrument With Repeated Assessment of Attitudes Toward Arithmetic.
Francies, Hallie D.
This study was designed to assess the validity and reliability of a semantic differential instrument to be used for measuring attitudes of low-achieving elementary school students toward arithmetic. The instrument contained nine concepts and nine adjective pairs. The concepts were: I am, Reading is, Arithmetic is, Subtraction Problems are, Small Special Classes are, Arithmetic Word Problems are, Remedial Mathematics is, Reading and Me, Arithmetic and Me. The nine adjective pairs included: good-bad, wise-foolish, happy-sad, kind-cruel, clean-dirty, important-unimportant, strong-weak, brave-cowardly, and hot-cold. Two factor analyses were done to identify major factors among the nine concepts and the nine adjective pairs. The sample for the study consisted of students randomly selected from grades 3, 4, 5, and 6 in thirty schools. Students were classified into two groups (low-achievers and regular) according to their achievement in arithmetic. The low-achievers group was further subdivided into an experimental group and a control group. Results indicated that the low-achievers exhibited much more variability in their attitudes toward arithmetic than did the regular students and that younger children changed more in their attitudes during the year, becoming more positive. Attitudes of low-achievers in the control group started positively in the fall, decreased in the January testing, and decreased again in the May testing. [Not available due to marginal legibility of original document.] (FL)
Descriptors: Arithmetic, Attitude Measures, Attitudes, Elementary School Mathematics, Evaluation, Low Ability Students, Low Achievement, Remedial Mathematics, Student Attitudes
ERIC Information Analysis Center for Science and Mathematics Education, 1460 West Lane Ave., Columbus, Ohio 43221 (Loan)
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