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ERIC Number: ED110334
Record Type: RIE
Publication Date: 1974
Pages: 105
Abstractor: N/A
Reference Count: N/A
The Effects of Four Instructional Strategies on the Learning of a Geometric Concept by Elementary and Middle School EMR Students.
McMurray, Nancy Ellen
This study investigated the effect of various sequences of examples and non-examples in facilitating geometric concept learning among educable mentally retarded (EMR) elementary and middle school children. Four instructional sequences were compared: wide variety with paired examples and non-examples, wide variety with each instance presented singly, narrow variety paired, and narrow variety singly. Sixty-four EMR students were randomly assigned to treatments which were individually administered using slides and tapes. Immediately after treatment, subjects were tested on concept acquisition using unfamiliar instances. A priori hypotheses were tested using Dunn's procedure. Results indicated that use of a wide variety of instances, whether presented singly or in pairs, was more effective than use of a narrow range. Presentation of instances in matched pairs led to fewer overgeneralizations than single presentations. Implications for teachers and curriculum developers are discussed. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 74-28,816, 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, The University of Wisconsin-Madison