The general purpose of this study was to investigate the effectiveness of using cognitive behavior modification (CBM) procedures as developed by Meichenbaum and Goodman (1971) to teach basic addition and subtraction skills to reflective and impulsive second grade students. The specific purpose was to determine if CBM tutoring procedures were generally more effective than conventional tutoring procedures or no tutoring, or if the relative effectiveness of the different types of tutoring depended upon the particular cognitive style of the students receiving the tutoring.There were 96 subjects who participated in this study. Permission slips were sent out to the parents of 223 second graders in the three participating elementary schools in Muncie, Indiana. Permission slips were returned by 167 students, all of whom were then administered the Matching Familiar Figures Test (MFFT). The median split procedure was used to classify 50 children as reflective and 49 as impulsive. From this subject pool 48 reflective and 48 impulsive students were randomly assigned to one of two types of tutoring or to a control group which received no tutoring. A total of six students was lost due to attrition.Ninety students were administered the operations section of the Metropolitan Achievement Test, which served as the dependent measure.A 3 x 2 factorial version of the post-test only, control group, true experimental design was used in this study. The three different levels of tutoring made up the active independent variable, while the two levels of cognitive style constituted the attribute variable.CBM instructional tutoring and conventional instructional tutoring were found to be ineffective in improving the mathematics achievement of second graders regardless of cognitive style when compared to a no-treatment control group which received no tutoring. Students receiving CBM instructions were resistant to modifying their problem solving approach to incorporate CBM procedures. The students were not chosen on the basis of having mathematics difficulty and may not have perceived themselves as needing to change a successful existing strategy. These findings were interpreted within the context of the less than encouraging previous results found with CBM and academics.
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/179687 |
| Date | January 1981 |
| Creators | Poland, Scott |
| Contributors | Treloar, James H. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | iv, 97 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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