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ERIC Number: ED104488
Record Type: Non-Journal
Publication Date: 1974-Dec
Pages: 28
Abstractor: N/A
Reference Count: N/A
A Study Comparing the Traditional Approach Versus an Experimental Approach to Teaching Remedial Math in the Community College.
Muha, Joseph G.
To assess the effects of traditional and experimental approaches to a remedial mathematics course at Pasadena City College, data was collected on a control and experimental class of the course. The control class was taught by a teacher who was assigned the class in order to complete his teaching load; this class was taught in the traditional manner--lecture, demonstration, homework, frequent testing, and standard grading distributions. The experimental class was taught by a teacher who volunteered for the assignment and who expressed a desire to work with the remedial student; only two tests (midterms and finals) were administered and midterm grading was liberalized to provide the maximum amount of positive reinforcement and to discourage dropouts. Text material for both classes was the same, but the teacher of the experimental class also used enrichment materials suited to the abilities of the class. The results of pre- and post-tests showed that the experimental group achieved at a significantly higher level than did the control group. The results of three administrations of the Osgood Semantic Differential show that the experimental group viewed itself more positively in all three areas studied: ability in math, success in math, and feeling about math. Withdrawal rates for both classes were the same. The Osgood test is appended. (Author/DC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A