This study investigated the effectiveness of the two instructional strategies employed in the Atlanta Public Schools for teaching eighth grade mathematics: mastery learning, and the traditional whole group instruction. The purpose of the study was to better understand why eighth grade students in the middle schools scored higher on criterion referenced tests that their high school counterparts, while when the norm referenced tests were the measure the high school students did better. Teaching strategies were the only differential in the two groups. The population was stratified by the three areas of the city and a matched pair of high school and middle school classes were randomly selected. The research utilized an experimental model with a pretest-posttest design. Students in the middle schools were taught seventeen mathematical concepts using a mastery learning model while students attending high schools received instruction on the same concepts in the traditional manner. The results of a two-way ANOVA revealed that there was no significant difference in the mathematical achievement of either group.
| Identifer | oai:union.ndltd.org:auctr.edu/oai:digitalcommons.auctr.edu:dissertations-4285 |
| Date | 01 July 1989 |
| Creators | Patterson, Weyman F. |
| Publisher | DigitalCommons@Robert W. Woodruff Library, Atlanta University Center |
| Source Sets | Atlanta University Center |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | ETD Collection for AUC Robert W. Woodruff Library |
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