This study was designed to test the effects of a geometry course incorporating large-group, small-group, and individualized instruction on the achievement and attitudes of students. Three of six classes and teachers were randomly assigned to experimental instruction, the remainder serving as controls. Pretest measures included IQ and attitude…

Three methods of instructing third graders about geometric concepts are compared in this study. Methods were all presented in programed instruction packages; but differed in the types of activities incorporated: paper and pencil activities (Treatment W), activities with manipulatives such as geoboard and paper folding (Treatment M), and…