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ERIC Number: EJ897632
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0894-3907
A Curriculum Focus Intervention's Effects on Prealgebra Achievement
Yopp, David; Rehberger, Richard
Journal of Developmental Education, v33 n2 p28-30, 32, 34-38 Win 2009
This paper discusses a pilot study of the effects of a curriculum focus intervention on students' prealgebra achievement. Elements of the intervention include identification of high-priority learning objective; structured repeatable testing; and a coherent, rubric-based feedback component. This research differs from traditional mastery learning research in that it focuses on a subset of high-priority learning objectives, as opposed to the entire curriculum, and focuses on assessing students' ability to structure, represent, and communicate their processes and thinking skills, as opposed to assessing only whether the solution and processes are correct. Students in the treatment and control groups were given general (not mathematics specific) academic efficacy measures, a course-specific efficacy measure, and a common course final exam. Only the differences in the means on course-specific measures were statistically significant, with the treatment group outperforming the control group on both the course-specific efficacy measure and the final. A possible negative effect was that students in the treatment group dropped out at a higher rate than students in the control group. (Contains 5 tables and 5 figures.)
National Center for Developmental Education. Appalachian State University, P.O. Box 32098, Boone, NC 28608-2098. Tel: 828-262-3057; Fax: 828-262-7183; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan