NotesFAQContact Us
Search Tips
ERIC Number: ED417955
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
Direct Instruction in Remedial Math Instructions.
Din, Feng S.
This study was designed to investigate whether direct instruction applied as a main-instructional strategy with a focused curriculum could help students quickly improve their math basic skills. Nineteen students aged 7-16 years old with math problems received individualized treatments for 3 weeks or 12 hours using pre-test, treatments, post-test as the basic design. Results showed that after the treatments, the students made significant gains in their math basic skills with an average gain of approximately 2.0 in Grade Equivalent score. Findings suggest that the integrated direct instruction approach, when used appropriately, can be both effective and efficient in helping students improve their math basic skills. Contains 12 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A