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ERIC Number: ED106139
Record Type: RIE
Publication Date: 1973
Pages: 122
Abstractor: N/A
Reference Count: N/A
The Effects on Achievement and Attitude Among Fourth Grade Students Using Calculator Flow-Charting Instruction Vs. Conventional Instruction in Arithmetic.
Shea, James Francis
The purpose of this study was to compare the effects of a fourth-grade arithmetic sequence based on calculator flow-charting with those of traditional textbook instruction. Both achievement and attitude were compared. Students were matched on the basis of intelligence (Otis Quick-Scoring Mental Ability Beta Test Form EM) and sex, and then randomly assigned to experimental and control groups. Pre- and posttests of achievement used the Stanford Achievement Test (Intermediate I Battery, Grade 4 Forms X and Y) sections on Arithmetic Computation, Concepts, and Application. Data were submitted to a factorial analysis of variance and led to the following conclusions. Calculator flow-charting instruction is superior to conventional instruction in improving arithmetic computation but not for effecting gains in arithmetic concepts or applications, nor in improving attitudes toward mathematics. Among male fourth graders the calculator flow-charting approach yields greater gains in arithmetic applications, but among females the traditional approach is more effective. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-12,864, 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: Ph.D. Dissertation, New York University