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ERIC Number: ED066315
Record Type: RIE
Publication Date: 1972-Jul
Pages: 24
Abstractor: N/A
Reference Count: 0
A Study of the Effect of Mathematics Laboratories on the Mathematical Achievement and Attitude of Elementary School Students. Final Report.
Hollis, Loye Y.
The study attempted to determine the extent to which a mathematics laboratory would enable both slow and gifted learners to gain in achievement in mathematics and to develop more positive attitudes toward mathematics. On the basis of ability, achievement in school, and results on the California Achievement Test, 75 fourth, fifth, and sixth grade students from each of two schools were selected as the research group, and 75 in one school and 40 in another were identified as the control group. Two mathematics laboratories in two elementary schools were put into operation and students attended 45-minute laboratory sessions twice weekly. Sessions were conducted on a diagnose-prescribe model, focusing on the areas where students needed additional work. Posttests for achievement and attitude were administered when the laboratory sessions concluded. The study found that mathematics laboratories used with slow learners and with gifted learners facilitated a slightly increased academic achievement in both cases, with more of an increase occurring at the lower grade levels. The laboratories also facilitated an increased positive attitude toward mathematics, with a significant increase occurring in the school located in a deprived area. There was no significant difference in achievement scores between laboratory and control groups. (Author/DT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: N/A