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Mathematics achievement between first-grade students using developing mathematical processes and DISTAR Arithmetic mathematics instruction

Y., Adamson G.
This study compared the effect of two mathematics programs on the mathematics achievement of first grade students. Seventy two students were randomly assigned to either DISTAR Arithmetic or Developing Mathematics Concepts (DMC). The Stanford Early School Achievement Test (SESAT) and the Kuhlmann-Anderson Test of Mental Ability were administered for pretest measures and the Stanford Achievement Test (SAT) and the SESAT for posttest measures. Results from the SESAT total scores indicated no significant differences between the two groups. However, when only including questions deemed reflective of both programs, students in the DISTAR group significantly outperformed students in the DMC group. Additionally, results from the SAT indicated that DISTAR students significantly outperformed the DMC group in mathematics achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR arithmetic; Developing Mathematics Concepts; math; Stanford Early School Achievement Test; Kuhlmann-Anderson Test of Mental Ability; Stanford Achievement Test
Unpublished doctoral dissertation (Brigham Young University)
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Elementary students, general education students
Elementary school

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