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ERIC Number: ED113197
Record Type: RIE
Publication Date: 1971-Sep
Pages: 225
Abstractor: N/A
Reference Count: N/A
A Comparison of the Effects on Achievement and Attitude of Two Methods of Tutoring First-Grade Mathematics in the Inner City: Programed vs. Directed.
Ronshausen, Nina Lorraine
This study was concerned with the effect of programed tutoring on first-graders' achievement in mathematics and attitudes toward mathematics. Subjects were selected using total scores on the Metropolitan Readiness Tests and assigned to one of three treatment groups. Children in the tutored groups received 15 minutes of individualized instruction each school day from October through May in addition to regular classroom mathematics instruction. Children in the control group received only the regular classroom instruction. Instruction of students in the programed tutoring treatment group was controlled by a set of operational programs; the directed tutoring group received instruction involving learning activities. At the end of May each child was tested with three posttest achievement measures and an attitude measure. Data were analyzed in a two-factor ANOVA design. Directed tutoring in combination with classroom instruction was found to be more effective than either of the other treatments. There was no significant difference in the effects of the other two treatments. (Author/SD)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-6682, MF-$7.50, Xerography-$15.00)
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, Indiana University