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ERIC Number: ED078640
Record Type: RIE
Publication Date: 1971
Pages: 169
Abstractor: N/A
Reference Count: 0
The Effects of Age and Sex Upon a Comparison Between Achievement Gains in Programmed Instruction and Conventional Instruction in Remedial Algebra I at Northern Virginia Community College.
Conroy, David E.
An investigation of student achievement gains in remedial Algebra I studied the relationship between achievement and the following variables: instructional technique (programed vs. conventional), student age, sex, and previous level of ability. An analysis of the equality of means of paired samples, made by a t-test, revealed that the variable of student age was significant, since older students experienced greater achievement gains. The variable of sex was not found to be related to significant differences in achievement and analysis indicated that when pre-test scores, age and sex were held constant, no significant difference in achievement resulted from the use of programed instruction versus conventional instructional techniques. These findings suggest that an in-depth study of the relationship between age and achievement be made in order to understand better its importance, and that research be undertaken to determine whether some combination of programed and conventional instructional techniques might maximize student achievement. (PB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, American University