A Comparison of Concurrent and Sequential Instruction of Four Types of Verbal Math Problem
Jones, Eric, D.; Krouse, James, P.; Feorene, Donna; Saferstein, Carol, A.; Jones, Eric, D., Eric D. Jones Received EdDʼs from the University of Virginia. He is assistant professors at Bowling Green State University.; Krouse, James, P., James P. Krouse Received EdDʼs from the University of Virginia. He is assistant professors at Bowling Green State University.; Feorene, Donna, Donna Feorene is a Masterʼs degree candidate in school psychology, at Bowling Green State University.; Saferstein, Carol, A., Carol A. Saferste is a Masterʼs student in special education, at Bowling Green State University
Журнал:
Remedial and Special Education
Дата:
1985
Аннотация:
Twenty-nine third grade students were trained in teacher led direct instruction to use a generalizable strategy to solve four structurally different types of addition and subtraction verbal math problems. One group (n = 13) received training on the different types of problems in an ordered sequence. The other group (n = 16) received daily training on a random assortment of the different types of problems. The interaction between the training conditions and preposttestings was statistically significant [F(1, 27) = 12.78, p < .01]. There was a significant difference between posttest scores of the two training conditions, due primarily to gains of the students in sequential training. Implications for instructional design are discussed.
1.980Мб