Longitudinal Evaluation of Mathematical Computational Abilities of New Hampshire's Eighth and Tenth Graders, 1963-1967

The effects of individualized instruction on the achievement of cognitive and affective objectives by selected first-year algebra students

“…Public demand for accountability in education and re sults of recent research, indicating falling mathematics achievement test scores, have heightened that criticism. One such piece of research was a longitudinal study in New Hampshire from 1963-67 which showed a statewide, median raw score drop of two years in computational ability 2 for beginning eighth graders, from grade equivalent 8.8 to grade equiv alent 6.8 (3). Nationwide testing programs such as SAT, Scholastic Aptitude Tests, and ACT, American College Testing program, administered annually to senior high school students, have shown an alarming decline in achievement in recent years.…”

The effects of individualized instruction on the achievement of cognitive and affective objectives by selected first-year algebra students

“…The majority of the instruction came from a nonprogrammed algebra text with individual or small group tutor ing from the teacher. Specifically, the purpose of the study was to determine if the student's enrollment in the continuous progress course contributed significantly to his: (1) achievement of specific cognitive behavioral objectives, (2) positive attitude toward mathematics, (3) grade in mathematics course, (4) number of mathematics courses completed prior to senior high school graduation, and (5) cumulative mathematics grade point averages in senior high mathematics.…”