Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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Dissertation submitted in compliance with the requirements for the Masters Diploma in Technology: (Post School Education), Technikon Natal, 1993. / Die voorbereiding van hierdie tesis behels die inagneming van algemene en spesifieke faktore (Hoofstuk 1) wat gelei het tot navorsing in self-onderrig in 'n komponent van technikon wiskunde II asook 'n ondersoek van vier algemene doelwitte, naamlik / M

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The problem of this study was an analysis of an individual study instructional approach of teaching mathematical concepts as they relate to business needs. The purposes were as follow: (1) to identify mathematical competencies required by business firms; (2) to further validate CVAE materials; (3) to evaluate the achievement of vocational office education students using programmed materials to review business mathematics; and (4) to develop, present, and describe a teaching model for these applications.

An experiment to adjust a programmed college business mathematics text to the level of comprehension suitable for high school students of low ability was prompted by the writer’s awareness of the need for a similar text for high school business majors. The writer was especially concerned with those students who lack ability to attend college, but who go into business offices seeking employment-- positions which invariably require a knowledge of the fundamentals of business mathematics. The case study approach was used in conducting the experiment. The research involved a programmed text of 432 frames, entitled Fundamentals of College Business Mathematics, by Dr. Harry Huffman. Two major objectives were established as a basis for this study. The first objective was to adjust Huffman’s programmed business mathematics text to a level of comprehension of students of below average ability, so that their completed work, without a teacher's help, would be approximately 95 percent accurate. The second objective of the study was to determine whether students could retain the material covered in the programmed unit. This objective was achieved by means of intermediate tests given to each student throughout the unit. Four revisions of Huffman’s original programmed text were necessary to accomplish the objectives of the study. Five panels of student-editors, each panel comprised of three students of below average ability, participated in the research. Revisions to the original programmed text were made on the basis of incorrect responses by individual students working through the unit. Written and oral comments by these students were also taken into consideration in making revisions. Analysis of the data revealed the following results of the total experiment. A total of 104 new frames were added to the original program of 432 frames. This represented a 24.1 per cent increase of frames in the total unit which required an additional 208 responses. There was a total decrease in errors from Panel One to Panel Five of 5.20 per cent. The average score on the six intermediate tests increased 9.1 points from the beginning to the end of the experiment. Results of the experiment lead the writer to conclude that: 1. The error rate of successive panels dropped from 8.03 to 2.83 per cent. This represents a total decrease of 5.20 per cent from the beginning to the end of the experiment. Therefore, it was concluded that senior students, in high school, of below average ability can complete the adjusted programmed unit with an average error rate of less than 5 per cent. 2. Test score average for the panels rose from 78.2 to 87.3, an increase of 9.1 points, from the beginning to the end of the experiment. Therefore, it was concluded that students of below average ability can successfully perform on the retention tests used to measure the result of the programmed unit on fundamentals of business mathematics. / Master of Science

This thesis is the report of an experiment carried on under the direction of Harry Huffman, Professor of Business Education at Virginia Polytechnic Institute, using material in Programmed Business Mathematics which was written by Dr. Huffman especially for post high school students and college freshmen. The programmed material used in the experiment consisted of the first 239 frames covering the basic fundamentals of addition, subtraction, multiplication, and division. The main emphasis of the program is on building speed and accuracy in applying the skills and concepts related to these basic processes. The subjects of the experiment were eleven high school students from grades 9, 10, and 12, at Eastern Mennonite High School. The purpose of the experiment was to obtain these data: 1. What kind of errors do high school students make on the program? 2. What changes need to be made in the program to adapt it for use on the high school level? 3. Can the program be adjusted so that high school students can work through it with five percent or less of errors? The writer found that errors were grouped under these major headings and in this order: Lack of comprehension of concepts introduced, carelessness, and computational (errors of addition, subtraction, multiplication, and division). The frames were revised three times during the experiment. Revision consisted of adding prompts of underlining or new words, rewriting frames, or constructing new frames. Two students went through the original frames: average errors, 6.56 percent. Three students worked with the first revision: average errors, 11.58 percent. Four students worked with the second revision: average errors, 3.13 percent. Two students worked with the third revision: average errors, 2.56. Although the error rate did not drop consistently, it did drop from a high of 11.58 percent on the second round of testing to 2.56 percent for the final round, a decrease of 9.02 in percent. Individual differences in I.Q., previous training, and the manner in which the student-editors worked undoubtedly account for part of the variation in error percentages. The results of the experiment show that it is possible for high school students to work on the fundamentals of business mathematics frames with an error limit of five percent or less. / Master of Science

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