ERIC Number: ED128197
Record Type: Non-Journal
Publication Date: 1976-Apr
The Effect of Open Concept Education and Ability Grouping on Achievement Level Concerning the Teaching of Fifth Grade Mathematics.
Brown, Stephen W.; Wunderlich, Kenneth W.
The purpose of this investigation was to determine if open education and grouping students according to ability would result in greater achievement in mathematics than might occur in a heterogeneous, self-contained classroom. Four treatment groups, ability grouped and open teaching, heterogeneous and open environment, homogeneous and self-contained environment, and heterogeneous and self-contained, were employed. The first two groups were team taught. Data were analyzed utilizing an analysis of covariance for the four groups. The pretreatment mathematics subscore served as a covariable for analysis of the post achievement mathematics subscores. Chi-square was used to determine differences in interaction patterns. Results indicated no differences between the groups on achievement of mathematical concepts, but a small difference favoring the groups which were not team-taught. Students in homogeneous classes reported more friction in their classrooms than those in heterogeneously grouped classes. There were no differences on the competition scales. (Author/SD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A