ERIC Number: EJ762921
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4669
EISSN: N/A
Available Date: N/A
Shrinking Achievement Differences with Anchored Math Problems: Challenges and Possibilities
Bottge, Brian A.; Rueda, Enrique; Serlin, Ronald C.; Hung, Ya-Hui; Kwon, Jung Min
Journal of Special Education, v41 n1 p31-49 Spr 2007
Multiple measures administered in repeated waves within a nonequivalent dependent variables quasi-experimental design were used to test the effects of a reform-oriented instructional method called Enhanced Anchored Instruction (EAI) on the math achievement of 128 middle school students, including students with learning disabilities (LD). EAI problems are presented in multimedia and hands-on formats, a potential benefit for students with low skills in both reading and math. Overall, students of all ability levels benefited from EAI with effect sizes (eta[squared]) ranging from 0.53 to 0.59. Results revealed that although students with LD scored lower on pretests, their learning trajectories matched those of students without LD. A maintenance test administered several weeks after instruction showed that students with LD retained what they had learned. Implications for instruction and suggestions for future research are provided.
Descriptors: Teaching Methods, Quasiexperimental Design, Effect Size, Ability, Learning Disabilities, Academic Achievement, Mathematics Achievement, Middle School Students, Measures (Individuals), Educational Change, Instructional Effectiveness, Multimedia Instruction, Pretests Posttests
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
IES Cited: ED498555; ED498581
Author Affiliations: N/A