Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-1976

Abstract

Statement of the Problem

This study was concerned with determining the effectiveness of four strategies, as measured by posttest scores, Exemplification­Characterization, Characterization-Exemplification, Exemplification­Characterization-Exemplification, and Characterization-Exemplification­Characterization, for teaching toward conjunctive, disjunctive, and relational concepts. Differences in effectiveness of the four strategies for high and low achievers in mathematics were also studied.

Procedures

The sample, consisting of 480 students (grade levels 6, 7, and 8), was given a booklet containing instructions, five programed concepts to be taught by one of four strategies, and an answer sheet containing the correct answers to questions in the five programed concepts. The following day the students in the sample were administered one of three posttests, depending upon the concept they had studied the previous day.

Document Type

Dissertation

Language

English

Degree Name

Certificate in Curriculum and Instruction

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

George Hirshfield

Second Committee Member

Paul William Tweeten

Third Committee Member

Rupert Trujillo

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