ERIC Number: ED129868
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Individual Differences and Mathematics Achievement: An Investigation of Aptitude-Treatment Interactions in an Evaluation of Three Instructional Approaches.
Crist-Whitzel, Janet L.; Hawley-Winne, Barbara J.
Relationships between cognitive and affective learner characteristics or "aptitudes" and mathematics achievement for sixth-graders in three instructional treatments in one school district were examined. Aptitude-treatment interaction (ATI) analyses were performed to test for differential prediction of achievement outcomes among treatments, using each aptitude as a single predictor. Multiple regression analyses were also run using aptitude, treatment, and aptitude x treatment interaction variables as predictors. Initial results with single predictors suggest a fairly consistent direction of differences among treatment slopes. This study provides an example of the ATI approach within a specific school setting in an evaluation context. (Author/BW)
Descriptors: Academic Ability, Academic Achievement, Academic Aptitude, Aptitude Treatment Interaction, Cognitive Style, Elementary Education, Elementary School Mathematics, Evaluation Methods, Grade 6, Grouping (Instructional Purposes), Individual Differences, Individualized Instruction, Locus of Control, Mathematics, Multiple Regression Analysis, Predictor Variables, Program Evaluation, Self Concept, Student Characteristics, Teaching Methods
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (60th, San Francisco, California, April 19-23, 1976)