ERIC Number: ED108895
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
Evaluation of the Individualized Approach to Mathematics Instruction at City High School. Final Report.
Schoen, Harold L.
This study was undertaken to investigate the relative effectiveness of two instructional options offered at City High School, Iowa City. Students enrolled in algebra and geometry courses at this school may elect to participate in a self-paced Program using learning packets, pretests and posttests developed by the faculty, or to be taught by traditional classroom methods. For all students completing these courses in 1974 or 1975, the following data were obtained from school records: grades for ninth-grade algebra (taught by traditional methods in junior high schools), high school algebra and geometry grades, ACT Mathematics score, Iowa Tests of Educational Development (ITED) - Quantitative score. These scores were submitted to several analyses of variance and covariance in order to test possible relationships among the variables. No significant difference on ACT scores was found for the two instructional methods when scores were adjusted for initial ability as measured by ITED or grade in ninth-grade algebra. However, it was observed that high-ability students were more likely to select the self-paced program, and to take more mathematics. The author notes several other relationships, but states that conclusive evaluation can not be achieved without further research. (SD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Iowa Univ., Iowa City.