A study of the effects of required mastery strategies and the use of concrete manipulatives on college-age remedial students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Robert Lee Maynard (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
D. Michelle Irwin

Abstract: The purpose of this study was to investigate the effects of required mastery and the use of concrete manipulative materials on achievement, enjoyment of mathematics, and rate of completion in remedial arithmetic classes at a community college. Four classes were used in the study with the treatments as follows: required mastery testing with the use of manipulatives to develop concepts, required mastery testing with the traditional development of concepts, traditional testing with the use of manipulatives, and traditional testing with traditional development. In all four classes lecture-discussion was the primary method of presenting information, and all classes were supplemented by a teacher-directed math lab, audiovisual materials, and study guides which included instuctional objectives. Eighty-seven of the 133 students (65%), who began the course actually completed it. The Chi-Square test of independence showed that the rate of completion was independent of the method of instruction.

Additional Information

Language: English
Date: 1983
Remedial teaching
Mathematics $x Remedial teaching
Mathematics $x Study and teaching (Higher)

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