A Comparative Study Showing the Relative Effectiveness of the Field and Traditional Approach in the Solution of Per Cent Problems

An evaluation of arithmetic achievement in an elementary school's progress revealed weaknesses in the area of problem solving, especially problems dealing with per cent. The faculty sought to eliminate these deficiencies by concentrating its efforts on drill and repetition. Subsequent test results indicated that such techniques were ineffective. Since techniques believed to be based on the traditional learning theory were unsuccessful, the author was of the opinion that other approaches should be investigated. Consequently, the primary purpose of this thesis is to compare the relative effectiveness of two methods of teaching per cent problems in the seventh grade, one approach calculated to be based on the field theory of learning, the other based on principles evolving from the traditional theory of learning.

Grantor dc:publisher

Creighton University

Year dc:date.issued

1963

Author dc:creator

• Wingert, Mary Catherine PBVM

Advisor dc:contributor.advisor

• Moore, Arnold J.

Statement dc:rights

• A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/109570

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/109570