Self-Paced Mathematics Instruction: How Effective Has It Been in Secondary And Postsecondary Schools?

Abstract

The May 1972 issue of the Mathematics Teacher contained eight articles dealing with individualizing mathematics instruction. Most of the articles discussed a modular, self-paced approach to individualization. Since that time a substantial amount of research testing the effectiveness of such programs has been reported. This paper is a review of studies comparing self-paced, individualized programs with other teaching approaches at the secondary and post-secondary levels. A recent review of similar studies conducted with elementary school students showed that the results were overwhelmingly against individualized instruction as measured by mathematics achievement, with some ambiguity on attitude and other affective measures (Schoen 1975). Do these negative findings continue into secondary school and beyond? Mathematics teachers at these levels will find the results summarized here very informative, especially if they are considering adopting an individualized program.