The purpose of this study was to examine the cumulative effects of incremental practice on the retention of mathematical rules. Fifty-four fifth grade students were instructed by the same instructor over a three week period of time in the addition and subtraction of fractions. Students were ranked and paired according to standardized mathematics scores from the California Comprehensive Tests of Basic Skills test. / Members of each pair were randomly assigned to one of two treatment groups, one consisting of daily practice problems reflective of the skills taught that day (nonincremental) and the other, daily practice problems reflective of skills taught since the first day of the instructional unit (incremental). A unit posttst was administered immediately following the instructional unit and a delayed retention test was administered two weeks later. / An Analysis of Covariance indicated that the use of incremental practice had no significant effect on student performance on either the immediate posttest or the delayed retention test. The entry skills test covariate accounted for most of the explained variance. / There were no significant differences in attitude toward mathematics as a result of the treatment. However, results of a Multiple Regression Analysis indicated that the use of incremental practice produced more favorable attitudes toward mathematics for students with low entry skills that the use of nonincremental practice. / Results also indicated a significant relation between the degree to which students maintained previously learned skills and how well they performed on both the immediate posttest and the delayed retention test. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0372. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75032 |
| Contributors | HORINE, JULIE ELAINE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 122 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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