Peer reviewed
Download full textERIC Number: ED485401
Record Type: Non-Journal
Publication Date: 2004-Jun-30
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Effects of a Generative Instructional Design Strategy on Learning Mathematics and on Attitudes towards Achievement. What Works Clearinghouse Detailed Study Report
What Works Clearinghouse
There was no statistically significant difference in student performance between students receiving the Expert Mathematician curriculum and those in the control groups. Baker reported negligible differences between the Expert Mathematician intervention and control groups. The outcome measure is sufficiently reliable, based on the author's report of its reliability, but the sample size was relatively small. In addition, the sampled participants and settings were restricted.
Descriptors: Gender Differences, Instructional Design, Control Groups, Instructional Effectiveness, Mathematics Curriculum, Computer Software, Intervention, Grade 8, Middle School Students
What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Related Records: ED485400
Publication Type: Book/Product Reviews
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: What Works Clearinghouse (ED), Washington, DC.
IES Funded: Yes
Grant or Contract Numbers: N/A
