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Videodisc instruction: Teaching fractions to learning handicapped and remedial students

Kelly, B.; Carnine, D.; Gersten, R.; Grossen, B.
This study compared the effect of the videodisc program, Mastering Fractions (MF), to a traditional basal approach, Mathematics Today (MT), on the fractions skills of 28 remedial high school students. Students were selected from one general math class and one remedial math class. Students from each class were randomly assigned to either program. Students’ fractions skills were tested prior to, at the conclusion of, and two weeks after the intervention. Results indicate that students in the MF group scored significantly higher on both the criterion referenced posttest and on the maintenance test. Their scores also dropped less dramatically over time-a non-significant drop of 1% compared to a drop of 7% for the MT group. Students in both groups made similar gains in perceived ability. The MF group made larger gains in perceived relevance. Additionally, students in the MF group were on-task 96% of the time during observations, while students in the MT group were on task 84% percent of the time. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Mastering Fractions; math; fractions; Mathematics Today; on-task behavior; videodisc program
DI News
1, 8-10, 19
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
High school students, secondary students, remedial students, students with learning disabilities, special education students
High school

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