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ERIC Number: ED084158
Record Type: RIE
Publication Date: 1973-Sep
Pages: 32
Abstractor: N/A
Reference Count: 0
Structural Variables Affecting CAI Performance on Arithmetic Word Problems of Disadvantaged and Deaf Students.
Searle, Barbara W.; And Others
Using the capability of the computer, the authors have designed an instructional program that emphasizes students' problem solving skills instead of their computational skills and that allows the collection of a large and detailed data base. This report describes the procedures used to (1) identify structural variables that affect students' performance on arithmetic word problems presented at a computer terminal, (2) identify variables for structuring a computer-based problem-solving curriculum, and (3) assess the usefulness of the identified variables as predictors of student performance on the newly structural curriculum. Fourth-, fifth- and sixth-grade students who were from one to three years below average in arithmetic computation skills were used as subjects for developing and testing the program and variable predictors. Approximately two-thirds were black students from an economically depressed area and the remainder came from schools for the deaf. Results of several regression analyses revealed that it is possible to account for a substantial portion of the variability in student responses using significant correlation between the deaf and hearing students on a rank-order of the problem difficulty level. (JP)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Note: Psychology and Education Series