This study was an initial assessment of mathematics instruction in Egyptian elementary schools. Models used were the International Study of Achievement in Mathematics (IEA) and research in the U.S.A. in basic division facts. Five hypotheses tested in the IEA study were revised and tested, covering teacher preservice training, teacher inservice training, students' parents' income, students' parents' occupation, students' sex. Student achievement was based on scores on a test of 80 basic division facts. Five additional IEA hypotheses were discussed, covering school enrollment, class size, teacher freedom, weekly hours of mathematics instruction, urban/rural differences. / The basic division facts test was administered to nine classes (310 students) in three elementary schools in Al-Minya City, Egypt--a third, fourth and fifth grade class in each school. Data were also collected about students, teachers and schools. / Multiple regression analysis was used to determine the relationship between students' performance on the division facts test and the five variables of the five hypotheses tested. Also processed were class frequency distributions, means, standard deviations, lists of item difficulty and item analysis. Comparisons were made between study results and corresponding results from England, Germany and the U.S.A. / Conclusions for Third Grade. (1) The mean test score of about 47 indicated lack of mastery of basic division facts. (2) Teacher preservice training, inservice training and parents' occupation level explained 20% of the variance and were the only variables which had a significant relationship with student performance on the division facts test. / Conclusions for Fourth Grade. (1) The mean score of about 73 indicated sufficient mastery of the basic division facts. (2) Preservice training for teachers explained 8% of the variance and was the only variable having a significant relationship with student performance. / Conclusions for Fifth Grade. (1) The mean score of about 68 indicated sufficient mastery of division facts. (2) Both preservice and inservice teacher training contributed 4% to an explanation of the variance, and were the only variables making a significant contribution or having a significant relationship to student performance. / Source: Dissertation Abstracts International, Volume: 43-02, Section: A, page: 0388. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74742 |
| Contributors | MOUSTAFA, AHMED-ELSAYED A., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 205 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0034 seconds