A CBA model's effect on middle school students in math achievement.
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azu_td_9303278_sip1_m.pdf
Issue Date
1992Keywords
Dissertations, Academic.Mathematics -- Study and teaching (Middle school).
Curriculum-based assessment.
Committee Chair
Healey, William C.Metadata
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The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
The present study was an investigation of the effects of a CBA model on mathematical achievement of middle school students. Nine subjects in the seventh and eighth grades were selected to participate in the study. A multiple baseline single subject design was used. Results indicated that a CBA model designed in the form of a pullout program can be very effective in identifying and remediating problems in mathematics for middle school students who are at-risk for failing mathematics. Implications of the current findings for the use of a CBA model were discussed. The use of a CBA model for students identified as at-risk for failing mathematics in middle school was supported.Type
textDissertation-Reproduction (electronic)
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Special Education and RehabilitationGraduate College