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ERIC Number: ED081621
Record Type: RIE
Publication Date: 1972
Pages: 182
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematics Learning as a Consequence of the Learner's Involvement in Interactive Problem-Solving Tasks.
Tupesis, Janis Arvaldis
The purpose of the study was to demonstrate that by altering or modifying homework assignments for slow-track high school geometry students, various intellective and emotive variables could be improved without any significant decrease in achievement. Two intact Geometry B classes were randomly assigned to a no-homework treatment where all problems were interactively completed in class and to a homework treatment which followed the traditional homework sequence. Both treatments were given identical problems and the same content was covered. MANOVA was used to test most of the hypotheses posited. Results showed no significant differences between homework and no-homework treatments in attitude, reading, 3- and 10-day retention, answer-seeking questions, and achievement as measured by cumulative quiz scores. The no-homework group performed better on 9-week retention, answer-giving responses, and total number of selected problems completed; the mean number of problems completed per week and posttest achievement scores favored the homework group. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-9295, MF $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
Note: Ph.D. Dissertation, The University of Wisconsin