The purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions. / Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the objective, the stimulus, and assessment. Groups 2, 3, and 4, the experimental groups, received the successively added independent variable events of providing learner guidance, stimulating recall of prerequisite skills, and practice and feedback. The dependent variables were the proportion of students who scored 80% or better on the posttest, which was given immediately following the treatment, and the retention test, which was administered one week following the treatment. / Chi-square analysis of the data revealed no differences among the groups on either the posttest or retention test. Further analysis revealed no differences in performance across treatments or within any particular treatment groups due to sex or grade of the subjects. The sequential addition of learner guidance, recall of prerequisite skill, and practice and feedback to instructional programs did not affect the proportion of students who reached mastery of the rule for dividing mixed fractions. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3807. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75010 |
| Contributors | ZEH, BRENDA SUE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 121 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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