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ERIC Number: ED106133
Record Type: RIE
Publication Date: 1973
Pages: 155
Abstractor: N/A
The Effect of Laboratory Instruction on the Achievement and Attitudes of Slow Learners in Mathematics.
Simpson, Clifford James
This study was designed to compare the effects of the traditional teacher-centered mathematics classroom with that of a laboratory-based program, on achievement and attitudes of low-achieving seventh graders. Five teachers and 87 pupils participated in the study for 101 days. Mental ability was measured by the SRA Primary Mental Abilities Test, attitude by the International Study Attitude Inventory, and achievement by unit tests constructed by the investigator and teachers. Data collected were submitted to a multivariate analysis of variance, two unweighted means analyses by multivariate analysis of variance, and a canonical correlational analysis. These analyses revealed that the two approaches were differentially effective in nurturing achievement. Observed significant differences sometimes favored the laboratory group and sometimes the traditional group; the length of the instructional unit and amount of time spend on laboratory activities seemed to be related to achievement. Attitudes toward mathematics and toward school in general were unrelated to mode of instruction. It was found that the girls expressed a more favorable attitude toward school than the boys, and that, among these subjects, attitude and achievement are independent. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-11,357, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Lehigh University