Interaction of Prior Mathematics Preparation, Instructional Method, and Achievement in the Self-Paced and Conventionally Taught Sections of Mathematics 295.

Autor/in	Pascarella, Ernest T.
Institution	Syracuse Univ., NY. Center for Instructional Development.
Titel	Interaction of Prior Mathematics Preparation, Instructional Method, and Achievement in the Self-Paced and Conventionally Taught Sections of Mathematics 295.
Quelle	(1974), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Course Content; Higher Education; Individualized Instruction; Instructional Design; Mathematics; Research + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Kursprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematik; Forschung
Abstract	The purpose of this investigation was to examine the interactive effects of prior mathematics preparation and instructional method on achievement in an introductory calculus course taught by both Personalized System of Instruction (PSI) and conventional approaches. Subjects were 248 university students, 60 from the self-paced method and 188 from the conventional method. Prior to the course all subjects completed the Mathematics Placement Examination (MPE). The results of the multiple regression analysis indicated significant effects due to both level of prior mathematics preparation and instructional method; and also a significant prior mathematics preparation x instructional method interaction. Supplementary analysis indicated that the range of MPE scores for which statistically significant differences in achievement scores existed was from 5 to 18. (WBC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC