Abstract
Seventy-two subjects, classified as to school, grade, sex, and level of arithmetic achievement were given a 30 item test to measure their knowledge of three probability concepts before any formal school instruction. A repeated-measurements analysis of variance was used; significant F-ratios were observed for main effects of grade, level of achievement, and concept. Significant interaction between level of achievement and co nc ept was also observed. Estimated fixed effect of level of achievement was 7. 2 times as large as estimated fixed effect of grade, leading to the conclusion that mental age is much more important in mental concept development than chronological age. Results also indicated that subjects possessed considerable knowledge of the concepts involved before receiving formal instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
