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Date of Award
Dissertation - Pacific Access Restricted
Doctor of Education (Ed.D.)
Robert R. Hopkins
First Committee Member
Second Committee Member
David P. Baral
Third Committee Member
Mari G. Irvin
Fourth Committee Member
Fifth Committee Member
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.
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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