This study was designed to measure seventh-grade achievement in finding length, perimeter, area and volume when four different presentations of the problem were given: standard textbook problems, word problems, students measuring, and problems labeled differently than the standard textbook problems. Each of the 235 subjects took one of four different measurement skills testes developed by the researcher. Results indicate student achievement decreases as the complexity of the attribute increases. Overall, students found standard textbook problems the easiest to solve, followed by word problems, and students measuring, respectively. Problems labeled differently than the standard textbook problem were the most difficult for students to solve.
","abstract_html":"<p>This study was designed to measure seventh-grade achievement in finding length, perimeter, area and volume when four different presentations of the problem were given: standard textbook problems, word problems, students measuring, and problems labeled differently than the standard textbook problems. Each of the 235 subjects took one of four different measurement skills testes developed by the researcher. Results indicate student achievement decreases as the complexity of the attribute increases. Overall, students found standard textbook problems the easiest to solve, followed by word problems, and students measuring, respectively. Problems labeled differently than the standard textbook problem were the most difficult for students to solve.</p>","abstract_has_math":false,"creators":["Pierce, Cathy"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-01-01T08:00:00Z","date_published":"1987-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Word Problems","Textbook Problems","Students Measuring","Seventh-Grade","Mathematics","Geometry","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/580","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pierce, Cathy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Word Problems","Textbook Problems","Students Measuring","Seventh-Grade","Mathematics","Geometry","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/580"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to measure seventh-grade achievement in finding length, perimeter, area and volume when four different presentations of the problem were given: standard textbook problems, word problems, students measuring, and problems labeled differently than the standard textbook problems. Each of the 235 subjects took one of four different measurement skills testes developed by the researcher. Results indicate student achievement decreases as the complexity of the attribute increases. Overall, students found standard textbook problems the easiest to solve, followed by word problems, and students measuring, respectively. Problems labeled differently than the standard textbook problem were the most difficult for students to solve.
"]},{"key":"dc:title","label":"Title","values":["Seventh-Grade Student Achievement in Length, Perimeter, Area and Volume"]}]}],"canonical_facts":{"dc:creator":["Pierce, Cathy"],"dc:description.abstract":["This study was designed to measure seventh-grade achievement in finding length, perimeter, area and volume when four different presentations of the problem were given: standard textbook problems, word problems, students measuring, and problems labeled differently than the standard textbook problems. Each of the 235 subjects took one of four different measurement skills testes developed by the researcher. Results indicate student achievement decreases as the complexity of the attribute increases. Overall, students found standard textbook problems the easiest to solve, followed by word problems, and students measuring, respectively. Problems labeled differently than the standard textbook problem were the most difficult for students to solve.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/580"],"dc:language":["English"],"dc:subject":["Word Problems","Textbook Problems","Students Measuring","Seventh-Grade","Mathematics","Geometry","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["Seventh-Grade Student Achievement in Length, Perimeter, Area and Volume"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}