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ERIC Number: ED058024
Record Type: RIE
Publication Date: 1968
Pages: 133
Abstractor: N/A
Reference Count: N/A
How Individualized Instruction in Junior High School Science, Mathematics, Language Arts, and Social Studies Affects Student Achievement.
Sinks, Thomas Alonzo
This study analyzes the effects of changing the educational environment in every way possible to achieve an individually prescribed curriculum for each of the students in the experimental group. The sample for the study consisted of 108 seventh grade students in four homerooms of 27 each. The experimental subjects were given an individually prescribed curriculum in science, mathematics, language arts, and social studies, and were compared with students who were given instruction using the traditional textbook, class group method in the same four subject areas. The Sequential Tests of Educational Progress (STEP) in Social Studies, Writing, Science, and Mathematics were used to evaluate differences in achievement between experimental and control subjects. A combination of surveys, interviews, questionnaires, observations, and critiques were used to determine differences in behavior, attitudes, work habits and related factors. Results suggest that the experimental treatment accounted for increased gains in achievement scores on the STEP tests in the four subject areas and accounted for the desirable changes in behavior, attitude and learning strategies of the learners. (Author/PR)
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 69-10849 M-$3.00 X-$6.40)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. dissertation, University of Illinois