Date of Award
2002
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
Student mathematics achievement and teacher and student acceptability of academic interventions are important factors in determining the usage and effectiveness of academic interventions. The present study compared the effectiveness and acceptability of theoretically distinct mathematics interventions. The study lasted eight weeks. Eighteen teacher-candidates and 54 fourth grade students were exposed to one of three mathematical interventions. Teacher-candidates and students were asked to rate the acceptability of each intervention. A pretest-posttest analysis of students' mathematics achievement was also conducted. Results showed that both teacher-candidates and students preferred all interventions equally and that mathematics achievement did not significantly increase from pre- to posttest. These findings are in contrast with previous findings that suggest that teachers prefer cognitive and cooperative interventions over behavioral interventions (de Mesquita & Zollman, 1995).
Recommended Citation
Arra, Christopher Todd, "Effects Of Theoretically Distinct Mathematics Interventions On Student Performance And Treatment Acceptability" (2002). All-Inclusive List of Electronic Theses and Dissertations. 987.
https://scholars.indianastate.edu/etds/987