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ERIC Number: ED080301
Record Type: Non-Journal
Publication Date: 1972
Pages: 110
Abstractor: N/A
Reference Count: N/A
The Effect of Different Prescriptions Used by Teachers in an IPI Mathematics Program.
Holste, Donald Ernest
The purpose of this study was to determine whether the type of prescription used by teachers of Individually Prescribed Instruction (IPU) Mathematics affects the progress, retention, and on-task behavior of children. Four teachers in one school, who were matched on the basis of experience and training in the use of IPI mathematics, used four prescription treatments in each of four quarters throughout the school year: (1) all children completed all work available in their workbooks for each skill; (2) children used a minimum number of pages and activities to achieve mastery; (3) children given complete choice of how to achieve mastery; and (4) full array of IPI options used. Progress was measured by number of skills mastered, and retention by repeating posttests. On-task behavior was observed by trained observers in three different classrooms. Statistical analysis showed that the type of prescription significantly affected progress, retention, and behavior, but not always in the same direction, there being an interaction between teachers and treatments. Overall, treatment (4) was least effective and treatment (3) most effective. (MM)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-19,849 Microfilm-$4.00 Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A