NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ765791
Record Type: Journal
Publication Date: 2006
Pages: 9
Abstractor: Author
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0013-1172
Effects of Pre-Teaching and Re-Teaching on Math Achievement and Academic Self-Concept of Students with Low Achievement in Math
Lalley, James P.; Miller, Robert H.
Education, v126 n4 p747-755 Sum 2006
The purpose of the present study was to examine and compare the effectiveness of pre-teaching and re-teaching on math achievement and academic self-concept of third grade students identified as low achievers. A pretest-posttest experimental design was used to conduct the study. Results indicated that both pre-teaching and re-teaching resulted in significant increases Math Concepts, Math Problems, and Math Computation. Although both were found to produce significant gains in overall math achievement, comparative analyses indicated no differences between the groups. In the area of academic self-concept, a significant within-subjects increase was found for the pre-teaching group only. Despite the significant increase in math related self-concept for the pre-teaching group, no significant between-group differences were found. (Contains 1 table.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York