Abstract
Of five structural variables that in previous studies accounted for a significant amount of the observed variance in the error rate in verbal arithmetic problems, the length variable (number of words in the problem statement) apparently was more important in the upper grades than in the lower grades. In this study three forms of a verbal problem set in which the number of words in the problem statements were systematically varied were administered to classes of students in Grades 4â9. Using regression analysis, the investigator found that although the length variable did not measure a significant amount of variance between two of the forms, with the third it did.
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