ERIC Number: ED231619
Record Type: Non-Journal
Publication Date: 1983-May
Reference Count: N/A
Combining Student Teams and Individualized Instruction in Mathematics: An Extended Evaluation.
Slavin, Robert E.; And Others
This study evaluated the achievement effects of the Team-Assisted Individualization (TAI) mathematics program over a 24-week period. Involved were 1,317 students in grades 3, 4, and 5, with 700 students in 31 classes receiving TAI instruction and a control group of 617 students in 30 classes receiving other mathematics instruction on the same objectives. Analysis of covariance was used to analyze the data, with achievement measured by the Mathematics Concepts and Applications and the Mathematics Computation subtests of the Comprehensive Test of Basic Skills. TAI classes gained more than control classes on each test at each grade level. The differences were statistically significant for grades 3 and 5 on the Computation subtest. On the Concepts and Applications subtest, differences were statistically significant for grade 4 and marginally significant for grade 5. In overall analyses, the TAI classes significantly exceeded control classes on both tests. (Author/MNS)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.