A description and evaluation of a continuous progress program for introductory algebra
Date
1972
Authors
Partridge, Frederick George
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Abstract
Since about the end of the Second World war there has been mounting pressure for change in our approach to formal education. During this time, support has grown for the development of instructional techniques that replace the group approach of the traditional classroom with those more concerned with the individual. Many educational theorists and practitioners favour abandoning the graded structure and developing instead the type of program which permits learning to be conducted on some form of continuum for each individual learner. The purpose of this project was to develop a continuous progress program in introductory algebra for a junior secondary school in a large urban school district (Greater Victoria). A second purpose was to describe the structure and operation of the program. Thirdly, this study investigated the possible relationships between the success of a student in the continuous progress program and certain personality traits. Lastly, the study proposed to evaluate the continuous progress program from the point of view of the teachers and the students who were involved.
The eight personality traits examined in the study were those of the Gordon Personal Profile and the Gordon Personal Inventory; viz., Ascendancy, Responsibility, Emotional Stability, Sociability, cautiousness, Original Thinking, Personal Relations and Vigor. The Chi square test was used to determine if significant relationships existed between success in continuous progress and the above personality traits.
Student evaluation of the program was obtained from a questionnaire prepared for the purpose. The Chi square test was again used, to determine if significant relationships existed between success in continuous progress and responses to the questionnaire. In addition, a general appraisal of response patterns was made.
Teacher evaluation was based on responses to a prepared set of questions presented to each teacher during a tape-recorded interview.
Analysis of the data indicated that there probably are relationships between a student's successful performance in a continuous progress program and each of the personality traits of Vigor, Responsibility and Emotional Stability. Students who earned high scores on these traits tended to do well in continuous progress. Success in continuous progress also appears to be related to certain responses in the questionnaire pertaining to:
a) general preference for mathematics and reaction to working in the continuous progress environment,
b) effort, rate of learning and perception of the amount learned,
c)willingness to seek teacher help,
d)ability to concentrate.
Both teachers and students were generally favourable to the continuous progress program. The investigation did reveal, however, that several aspects of the program need refinement. Moreover, there was a strong indication that continuous progress was not suitable for all students.