Learning math Developers of a new math curriculumcalled “Accelerated Math” compared performances ofstudents taught by their system with control groups ofstudents in the same schools who were taught using traditional instructional methods and materials. Statis-tics about pretest and posttest scores are shown in the table. (J. Ysseldyke and S. Tardrew, Differentiating MathInstruction, Renaissance Learning, 2002)a) Did the groups differ in average math score at thestart of this study? b) Did the group taught using the Accelerated Math pro-gram show a significant improvement in test scores? c) Did the control group show a significant improve-ment in test scores? d) Were gains significantly higher for the AcceleratedMath group than for the control group? Instructional MethodAcc. math ControlNumber of students 231 245Pretest Mean 560.01 549.65St. Dev 84.29 74.68Post-test Mean 637.55 588.76St. Dev 82.9 83.24Individual gain Mean 77.53 39.11St. Dev. 78.01 66.25
Learning math Developers of a new math curriculumcalled “Accelerated Math” compared performances ofstudents taught by their system with control groups ofstudents in the same schools who were taught using traditional instructional methods and materials. Statis-tics about pretest and posttest scores are shown in the table. (J. Ysseldyke and S. Tardrew, Differentiating MathInstruction, Renaissance Learning, 2002)a) Did the groups differ in average math score at thestart of this study? b) Did the group taught using the Accelerated Math pro-gram show a significant improvement in test scores? c) Did the control group show a significant improve-ment in test scores? d) Were gains significantly higher for the AcceleratedMath group than for the control group? Instructional MethodAcc. math ControlNumber of students 231 245Pretest Mean 560.01 549.65St. Dev 84.29 74.68Post-test Mean 637.55 588.76St. Dev 82.9 83.24Individual gain Mean 77.53 39.11St. Dev. 78.01 66.25
Algebra & Trigonometry with Analytic Geometry
13th Edition
ISBN:9781133382119
Author:Swokowski
Publisher:Swokowski
Chapter10: Sequences, Series, And Probability
Section10.8: Probability
Problem 31E
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Learning math Developers of a new math curriculum
called “Accelerated Math” compared performances of
students taught by their system with control groups of
students in the same schools who were taught using
called “Accelerated Math” compared performances of
students taught by their system with control groups of
students in the same schools who were taught using
traditional instructional methods and materials. Statis-
tics about pretest and posttest scores are shown in the
tics about pretest and posttest scores are shown in the
table. (J. Ysseldyke and S. Tardrew, Differentiating Math
Instruction, Renaissance Learning, 2002)
a) Did the groups differ in average math score at the
start of this study?
Instruction, Renaissance Learning, 2002)
a) Did the groups differ in average math score at the
start of this study?
b) Did the group taught using the Accelerated Math pro-
gram show a significant improvement in test scores?
gram show a significant improvement in test scores?
c) Did the control group show a significant improve-
ment in test scores?
ment in test scores?
d) Were gains significantly higher for the Accelerated
Math group than for the control group?
Math group than for the control group?
Instructional Method
Acc. math Control
Number of students 231 245
Pretest Mean 560.01 549.65
St. Dev 84.29 74.68
Post-test Mean 637.55 588.76
St. Dev 82.9 83.24
Individual gain Mean 77.53 39.11
St. Dev. 78.01 66.25
Acc. math Control
Number of students 231 245
Pretest Mean 560.01 549.65
St. Dev 84.29 74.68
Post-test Mean 637.55 588.76
St. Dev 82.9 83.24
Individual gain Mean 77.53 39.11
St. Dev. 78.01 66.25
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