Abstract
The Problem?The fundamental object of the investigation was to determine whether the use for instructional purposes of certain readiness tests in common fractions differentially affected the learning of pupils of varying levels of intelligence, and of varying levels of performance on the readiness test, as shown by scores on an end or criterion test of the arith metical process in question. If the effects of the use of the readiness test for the purposes of instruction are differential, which pupils profit most from its use, those of low mental ability and low initial scores on the readiness test, those who stand high in regard to these two pretest variables, or those at some other level of performance on either of the pretests?
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