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ERIC Number: ED108924
Record Type: RIE
Publication Date: 1974
Pages: 141
Abstractor: N/A
Reference Count: N/A
Differential Treatments in Learning Disjunctive Concepts in Mathematics.
Malo, George Edward
This study was designed to test the effectiveness of providing students with instruction on how to use the information contained in examples and non-examples of disjunctive concepts, and of five different instructional sequences of examples and non-examples. Students (192) enrolled in a mathematics course for prospective elementary teachers served as subjects. Subjects (90) in the experimental group received programed instruction on the use of examples and nonexamples in the learning of disjunctive concepts; controls received no comparable instruction. Experimental and control groups both consisted of five subgroups, one for each of five exemplification strategies used in teaching twelve disjunctive mathematical concepts. All teaching was by programed instruction. A 72-item test of concept attainment was constructed and used as the criterion measure. For each concept taught this instrument contained two items at each of three cognitive levels: (1) terminology, translation, recognition; (2) classification and selection of examples and non-examples; (3) analysis; synthesis, evaluation. Results indicated no difference between experimental and control groups, suggesting that subjects already knew how to use exemplary information. Overall there was no difference attributable to exemplification sequence; on level (2) items, however, a difference favoring the all examples sequence was found. (SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 75-363, 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, University of Illinois at Urbana-Champaign