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Comparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers

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dc.contributor.authorBrowning, Nolan D.en
dc.contributor.committeecochairAsche, F. Marionen
dc.contributor.committeecochairO'Reilly, Patrick A.en
dc.contributor.committeememberDuenk, Lester G.en
dc.contributor.committeememberHoerner, Jamesen
dc.contributor.committeememberTaylor, Bernard W. IIIen
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2015-07-28T19:21:17Zen
dc.date.available2015-07-28T19:21:17Zen
dc.date.issued1989en
dc.description.abstractThe primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period. An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups. Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation. A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared.en
dc.description.degreeEd. D.en
dc.format.extentix, 124 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/54770en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 21021243en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1989.B768en
dc.subject.lcshTeachers -- West Virginiaen
dc.subject.lcshTeachers -- In-service trainingen
dc.subject.lcshMathematics -- Computer-assisted instructionen
dc.subject.lcshBasic education -- West Virginiaen
dc.subject.lcshCompetency-based educational tests -- West Virginiaen
dc.titleComparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachersen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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