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ERIC Number: ED106135
Record Type: RIE
Publication Date: 1973
Pages: 98
Abstractor: N/A
Reference Count: N/A
The Interaction Between Intellectual Abilities and Treatments on Mathematical Concept Achievement in the Sixth Grade.
James, Michael Anthony
The purpose of this study was the determination of the effects of fluid and crystallized intelligence and related individualized treatments on achievement of mathematical concepts. One hundred eighty sixth-grade students from three schools participated in the study. All students were given a measure of crystallized intelligence (the S.R.A. Primary Mental Abilities, Revised Test), a measure of fluid intelligence (I.P.A.T. Culture Fair Intelligence Test) and pre- and posttests on mathematical concepts. Subjects were randomly assigned to groups: group 1 received treatment capitalizing on crystallized intelligence; group 2 received treatment capitalizing on fluid intelligence; group 3 received neither treatment. Data analysis was performed on three independent variables (crystallized intelligence, fluid intelligence, sex), one dependent variable (post-test score), and one control variable (pre-test score). Procedures applied were analysis of covariance, analysis of variance, Tukey's post hoc procedures, and t-tests. These analyses revealed significant achievement differences and interaction between treatments and fluid intelligence. Students scoring in the upper one-third on either intelligence measure achieved well regardless of treatment. Students scoring in the lower two-thirds on fluid intelligence achieved more when treatment procedures coincided with their abilities. No differences were found using sex as the independent variable. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-11,467, 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, University of Arizona