Year of Publication

1991

Paper Type

Master's Thesis

College

College of Education and Human Services

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Dr. Jan Bosnick

Second Advisor

Dr. Mary Grimes

Third Advisor

Dr. Robert Drummond

Abstract

This study investigated the effects of conceptual instruction on conceptual understanding and algorithmic performance as well as the student's ability to relate the two. The sample consisted of 83 fifth grade students, divided into four classes. A total of 44 were in the experimental group and 39 served as the control group. Both groups were taught the concept of area. The experimental group received conceptual instruction and the control group received traditional instruction. Two regular classroom teachers implemented the experiment, each taught one experimental group and one control group. A pretest/posttest design was used to collect the data. Analysis of covariance was the statistical analysis used to test the three null hypotheses with a significance level at

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