An experimental study of programed instruction in division of fractions

Abstract

The purpose of this study was to compare the achievement of a group of sixth grade pupils who were taught division of fractions by using programed materials written by the author with the achievement of a control group of sixth grade pupils who were taught division of fractions by using the procedures presented in the teacher's manual of a conventional arithmetic textbook. Most of the research in programed instruction in elementary mathematics has compared the traditional textbook approach with programed instruction (6). Wesson (9) found no significant differences between the scores of fourth grade pupils using programed instruction and those using conventional arithmetic textbooks. Although Pikaart (8) found no differences between the two approaches involving problem solving, he did find that pupils who were weak in verbal reasoning performed better on arithmetic reasoning when programed materials were used instead of traditional instructional materials. On the topic of fractions, Miller (7) found no significant differences between the two approaches; however, his research revealed a significant interaction between ability level and amount of gain for the programed instruction groups. Fincher (2) reported that programed materials involving addition and subtraction of fractions were more effective than the ongoing classroom approach. While Arvin (i) found no significant differences, his research disclosed that the group using programed materials spent approximately one-half of the amount of time used by the conventional textbook groups.