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A COMPARISON OF THE EFFECTS OF INDIV...

LEOU, SHIAN.

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A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN./
作者:	LEOU, SHIAN.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2268.
Contained By:	Dissertation Abstracts International48-09A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8727511

A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN.
LEOU, SHIAN.

A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 192 p.

Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2268.

Thesis (Ph.D.)--Indiana University, 1987.

The purpose of this study was to analyze two methods of instruction in junior high school mathematics in order to determine their effects on mathematics achievement, as well as on creative thinking and reasoning abilities. The two methods of instruction used were conventional instruction (C.I.) and individualized instruction (I.I.).Subjects--Topical Terms:

641129
Mathematics education.

A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN.
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245 1 2 $a A COMPARISON OF THE EFFECTS OF INDIVIDUALIZED VERSUS CONVENTIONAL INSTRUCTION ON THE MATHEMATICS PERFORMANCE OF SEVENTH GRADE STUDENTS IN SOUTHERN TAIWAN.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1987
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 48-09, Section: A, page: 2268.
502 $a Thesis (Ph.D.)--Indiana University, 1987.
520 $a The purpose of this study was to analyze two methods of instruction in junior high school mathematics in order to determine their effects on mathematics achievement, as well as on creative thinking and reasoning abilities. The two methods of instruction used were conventional instruction (C.I.) and individualized instruction (I.I.).
520 $a The experimental period lasted for one semester (21 weeks). One hundred ninety-two seventh grades at two junior high schools which had different geographic locations and social-economic environment in southern Taiwan served as subjects. Within each school, the students were randomly assigned to either an experimental group (I.I.) or a control group (C.I.). At each school, the same mathematics teacher taught both groups.
520 $a Four sets of ANCOVA statistical analysis were performed to test sixteen null hypotheses. Each set consisted of four ANCOVAs and used one pretest as a covariate to test the differences between the I.I. and the C.I. groups in a posttest of mathematics performance of overall, below-average, average and below-average students. The data for testing these hypotheses were collected from posttests administered immediately after the instructional period and one year later.
520 $a There were five major findings: (1) In general, the I.I. group was significantly superior to the C.I. group in mathematics achievement (include follow-up achievement). (2) Among the below-average learners, there was no significant difference between the I.I. and the C.I. groups on mathematics achievement, creative thinking and reasoning abilities. Although only one of twelve tests yielded significant results, I.I. students outperformed C.I. students on all four variables and for all three subdivisions. (3) Among the average learners, there was no significant difference between the I.I. and the C.I. groups on mathematics achievement, creative thinking and reasoning abilities. Although only one of twelve tests yielded significant results, I.I. students outperformed C.I. students on all four variables and for all three subdivisions. (4) Among the above-average learners, the I.I. group was significantly superior to the C.I. group on mathematics achievement and creative thinking ability. However, there was no significant difference between the I.I. and the C.I. groups on follow-up achievement and reasoning abilities. (5) Teachers and students generally have shown a favorable reaction to individualized instruction through a discussion in a meeting and a questionnaire survey, respectively.
590 $a School code: 0093.
650 4 $a Mathematics education. $3 641129
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710 2 $a Indiana University. $3 960096
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790 $a 0093
791 $a Ph.D.
792 $a 1987
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8727511