Memorial University DAI: Two instructional strategies and the hand-held calculator as variables in teaching the solution of verbal problems in algebra

advanced search

Digital Archives Initiative
Memorial University - Electronic Theses and Dissertations 2

menu off

add document to favorites : add page to favorites : reference url

back to results : previous : next

Search this object:

0 hit(s) :: previous hit : next hit

View:

previous page : next page

Document Description

Title	Two instructional strategies and the hand-held calculator as variables in teaching the solution of verbal problems in algebra
Author	Troke, John Sidney, 1941-
Description	Thesis (M.Ed.)--Memorial University of Newfoundland, 1981. Education
Date	1980
Pagination	103 leaves : ill.
Subject	Algebra--Study and teaching; Calculators
Degree	M.Ed.
Degree Grantor	Memorial University of Newfoundland. Faculty of Education
Discipline	Education
Language	Eng
Notes	Bibliography: leaves 58-60.
Abstract	The purpose of this study was to investigate the relative effectiveness of three procedures, Initial Variable (IV), Guess and Test (GT), and Guess and Test with Hand-Held Calculator (GTC), for translating word problems into equations and then solving the problems. -- The investigator chose 78 grade-seven students from a rural high school. They were first divided equally into high- and low-ability groups on the basis of their IQ scores. Then, within each ability level, equal numbers of students were randomly assigned to one of the treatment groups. In the IV procedure, the student initially introduced a variable for the unknown. Then, he wrote an appropriate equation which he solved. In the GT procedure, the student first guessed the solution to the problem and then checked it. If the solution was incorrect, the procedure was repeated at least twice so that the student hopefully saw a pattern that suggested an appropriate equation for the problem. In the GTC procedure, the student followed the same steps as in the GT procedure but used the hand-held calculator to aid in the computation. -- Ten 40-minute class periods were used for instruction in each procedure and two 40-minute class periods for administration of a posttest and retention test to each group. Each GTC student had a calculator for the two tests. On both tests students were to find an equation for each verbal problem and then solve it. This produced two different, scores, an equation score and a solution score for each test. A five-point Likert-type attitude test was also administered at the beginning of the last instruction period. Instruction in all three treatment groups was by the investigator. - The data was analysed by use of a 3 x 2 ANOVA. This analysis was performed separately for each of the posttest equation criterion, posttest solution criterion, retention test equation criterion, retention test solution criterion, and attitude test. -- The investigator concluded that none of the three treatment procedures was superior to another in terms of initial learning and retention. However, students' ability, as measured by IQ, was a significant factor in determining students' problem-solving ability. None of the three treatment procedures significantly improved students' attitude toward mathematics. No significant interactions occurred with respect to achievement or attitude between the treatment groups and ability levels.
Type	Text
Resource Type	Electronic thesis or dissertation
Format	Image/jpeg; Application/pdf
Source	Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier	75148570
Rights	The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Collection	Electronic Theses and Dissertations
Scanning Status	Completed
PDF File	(20.79 MB) -- http://collections.mun.ca/PDFs/theses/Troke_JohnSidney.pdf
CONTENTdm file name	89720.cpd