Students in two ninth-grade classes (experimental) studied by programmed instruction an information processing heuristic model for triangle constructions. This group began the experiment with significantly (p<0.01) lower geometrical abilities than did a control group (two other ninth-grade classes). The experimental group equalled the control group on the learning test, but was significantly (p<0.01) superior to it on the retention test. The results are explained in terms of the teachers' inefficient preparation for the programmed instruction, the low efficiency of the programme, and the higher degree of meaningfulness of the heuristic model which was acquired by higher learnings of Gagné's hierarchy.
|Number of pages||15|
|Journal||International Journal of Mathematical Education in Science and Technology|
|State||Published - 1 Jan 1979|
ASJC Scopus subject areas
- Mathematics (miscellaneous)
- Applied Mathematics