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Psihologija
1994, vol. 27, iss. 1-2, pp. 139-160
article language: Serbian
document type: unclassified

The effect of following of knowledge acquisition by criterion testing on achievement in mathematics
The affiliation is not available

Abstract

In this article we discussed the research whose purpose is to examine the effect of modifying of additional teaching based on following knowledge gaining by criterion testing to the pupils success in mathematics. The means for additional modified teaching were criterion knowledge tests in mathematics. Tests were divided into two parts-one which was given to the pupils immediately after they were taught certain units on their regular lessons. To examine the effect of that kind of teaching we formed two groups of pupils. We applied those criterion tests to both these groups. First part of those criterion tests had to show which educational purposes pupils achieved after regular lessons. Depending on the result in the first part of testing, we had the individualized additional lessons in experimental group and classic in control group, they were given the second part of criterion tests. These tests were used to compare the effects of these two kinds of additional lessons to pupils achievement in mathematics. Pupils from 3rd grade of suburb elementary schools (59 in experimental and 52 in control group), were sampled. The research lasted for one school year. The main finding of this research was that the experimental group of pupils in which we had individualized additional lessons was better in match than the control group.

Keywords

teaching of mathematics; criterion knowledge tests; educational purposes; individualized additional lessons-teacher's reports; knowledge level; comprehension level; application level

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