Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
THE RELATIVE EFFECTIVENESS OF TEACHING FIRST YEAR ALGEBRA BY TELEVISION CORRESPONDENCE STUDY AND TEACHING FIRST YEAR ALGEBRA BY CONVENTIONAL METHODS
Abstract
The purpose of this study was to investigate the relative effectiveness of teaching first year algebra by television-correspondence study and teaching first year algebra by conventional methods. This objective was accomplished by statistical analysis of the differences in the achievement of pupils enrolled in first year algebra in six small Nebraska high schools who received instruction by television-correspondence study and the achievement of pupils enrolled in first- year algebra in five small Nebraska high schools who received instruction by conventional methods.Relative to the differences in the experimental conditions, it was specifically proposed to test the following hypotheses:(1) There is no difference in the achievement of pupils who are taught first year algebra by television- correspondence study and the achievement of pupils who are taught first year algebra by conventional methods.
Subject Area
Education
Recommended Citation
WELLS, DAVID WAYNE, "THE RELATIVE EFFECTIVENESS OF TEACHING FIRST YEAR ALGEBRA BY TELEVISION CORRESPONDENCE STUDY AND TEACHING FIRST YEAR ALGEBRA BY CONVENTIONAL METHODS" (1959). ETD collection for University of Nebraska-Lincoln. AAI5906819.
https://digitalcommons.unl.edu/dissertations/AAI5906819