Relationship of elements of individualized instruction to arithmetic achievement

Date

1982

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Abstract

Purpose. The purpose of this study was to identify the degree of positive relationship between the elements of individualized instruction and arithmetic concepts and computation achievement by second grade students. Procedure. The elements of individualized instruction which served as independent variables were synthesized from those found to occur most often in related literature. They were the use of sequenced outcome objectives, preassessment procedures, alternative learning resources, variable learning rate, and mastery postassessment procedures. To examine the correlation of the five elements of individualized instruction to students* arithmetic achievement, a quasi-experimental pretest-posttest design was used. The unit of measure was the classroom. Thirty-two second grade teachers participated. The instruments were the Stanford Diagnostic Arithmetic Test, Level I, with alternate forms, W (Harcourt, Brace, and World, Inc., 1966) and X (Harcourt, Brace, and Javoncevitch, 1968), as well as the Report of Individualized Classroom Instruction. Pearson product-moment correlation was used to analyze the data. The significance level was set at .05. [...]

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Keywords

Arithmetic--Study and teaching (Primary), Individualized instruction

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