ERIC Number: ED106129
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
An Experiment Investigating the Effect Upon Mathematics Achievement and Attitude Using a "Professional" Mathematics Educator as a Tutor.
Crandall, James L.
This study was performed to investigate the cost-effectiveness of a program in which low-achieving fourth-grade students are tutored by a professional mathematics educator. It was hypothesized that a highly trained educator could apply effective diagnostic, prescriptive, and remediation strategies. By avoiding use of published materials and other aids, tutoring could be provided at minimal cost. A total of 20 fourth-grade students was randomly selected from a pool of 41 scoring at least one year below grade level on a standardized mathematics achievement test. These students received two half-hour tutoring sessions each week. Students were tutored in pairs for a period of eight months. Findings indicated that the tutored students showed mean grade level gains of 0.994, while untutored students gained 0.625. This difference was significant (p less than .025). Attitude changes favored the tutored group. Costs of the tutoring and classroom experience together were judged to be $1.79 per student per day, while the cost of mathematics classroom instruction alone was $0.29 per student per day. (SD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (Washington, D.C., March 30 - April 3, 1975)