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Effects of an incremental continuous review homework format on seventh-grade mathematics achievement
Date of Award
1990
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
Robert R. Hopkins
First Committee Member
Estelle Lau
Second Committee Member
David P. Baral
Third Committee Member
Mari G. Irvin
Fourth Committee Member
Deann Christensen
Fifth Committee Member
Keith Redenbaugh
Abstract
Purpose. The purpose of this study was to determine whether or not a particular form of distributed practice (John Saxon's incremental development) would be associated with significant achievement gains in seventh grade mathematics. Procedures. A quasi-experimental design utilizing a pretest-posttest format in which the experimental group was matched to a national norming sample was employed to examine achievement gains. The experimental group received one academic year of seventh grade mathematics instruction in which homework assignments employed Saxon's distributed practice format. Student achievement gains were measured with the mathematics portion of the Stanford Achievement Test. The results were subjected to t-tests and analysis of variance to determine significance. Results and conclusions. Small but significant gains were attained by students in the sample on the following portions of the Standford Achievement Test: Total Mathematics (p $<$.01), Concepts of Number subtest (p $<$.001), and Mathematics Computation subtest (p $<$.01). Significant gains were not attained on the Mathematics Applications subtest. Females showed somewhat greater achievement gains on the Concepts of Number subtest (p $<$.1) while males showed greater achievement gains on the Mathematics Computation subtest (p $<$.05). It was concluded that although mathematical learning at the seventh grade level can be positively influenced by a distributed practice homework format, the degree of that influence is probably not as great as can be found in verbal and psychomotor learning.
Pages
139
Recommended Citation
Parker, Jonathan Kimber. (1990). Effects of an incremental continuous review homework format on seventh-grade mathematics achievement. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/3346
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