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ERIC Number: ED083290
Record Type: Non-Journal
Publication Date: 1972-Nov
Pages: 61
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Minneapolis IPI Mathematics Project 1971-72: Third Year Evaluation. A Title I, ESEA Project.
Johnson, Lary
The evaluation of the third year of the Individually Prescribed Instruction (IPI) mathematics project at the Hall School in Minneapolis (grades 1-6) is discussed, and results for the three years are summarized. The process evaluation during the third year concentrated on three areas: group instructional methods, instructional materials other than the Standard Teaching Sequence booklets, and prescription practices. To determine whether the IPI project was successful in raising the median raw scores on overall mathematics achievement, the basic evaluation techniques used during the third year were a standardized achievement test, a semantic differential attitude scale, a locally developed arithmetic basic skills test, a record of student progress in the IPI continuum, and teacher interviews. Students in grades 4-6 in two other Title I elementary schools were used as a comparison population. The evaluation data are tabulated and discussed. Results of the study showed that Hall students continued to make progress during the third year. Students in grades 3 and 4, who had had most of their formal math instruction with IPI, had higher percentile ranks than students in grades 5 and 6. Process evaluation of instructional activities indicated differences between classrooms in use of group instruction, variety of instructional materials, and prescription practices. Reactions of the teachers emphasized the value of the individualized approach for student achievement and attitude. Fourth and fifth grade students at Hall had a more positive attitude toward math than did students at the two comparison schools. Appendixes provide Basic Operational Skills Test for Grades Four and Six and The Semantic Differential Scale Used with IPI in 1971-72. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Minneapolis Public Schools, Minn. Dept. of Research and Evaluation.