The Effects of an Integrated Learning System (ILS) Using Incremental Time Allotments on Ninth Grade Algebra Achievement.

West, Robert Charles; Marcotte, Donald R.

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Peer reviewed

ERIC Number: EJ483732

Record Type: Journal

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0047-2395

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The Effects of an Integrated Learning System (ILS) Using Incremental Time Allotments on Ninth Grade Algebra Achievement.

West, Robert Charles; Marcotte, Donald R.

Journal of Educational Technology Systems, v22 n3 p283-94 1993-94

Discusses integrated learning systems (ILSs) and describes a study that considered the degree of linear relationship between time spent on the ILS and outcome achievement on ninth-grade algebra students. The effects of previous math and verbal achievement and sex differences are explored, and measurement instruments are described. (Contains 14 references.) (LRW)

Descriptors: Academic Achievement, Algebra, Analysis of Variance, Correlation, Grade 9, Junior High Schools, Mathematics Instruction, Measures (Individuals), Prior Learning, Regression (Statistics), Secondary School Mathematics, Sex Differences, Time on Task

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills

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Author Affiliations: N/A