AN INVESTIGATION INTO THE DIFFERENTIAL EFFECTIVENESS FOR MALES AND FEMALES, OF THREE CAI TREATMENTS, ON DELAYED RETENTION OF MATHEMATICAL CONCEPTS.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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The purpose of this investigation was to evaluate the effectiveness of a pre-instruction retention index. The index was designed to maximize recall of mathematical concepts by predicting the idiosyncratic number of examples per mathematical concept required by each student. 53 high-intelligence eighth grade students 27 females and 26 males were administered a retention measure via computer-assisted instruction CAI. Subjects were then randomly assigned to 1 of 3 treatment groups. Although all subjects received the same CAI mathematical concepts, the treatment groups varied in the method of determining the number of examples per concept each student received. The treatments were as follows variable example, choice of number of examples, and fixed number of examples. Since sex was found to be significantly correlated with retention, a series of two-way analyses of variance were computed in which sex and treatment were the independent variables and immediate retention and delayed retention were the dependent variables. Both analyses revealed a significant sex x treatment interaction. Author
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