|Institution:||California State University – Northridge|
|Department:||Department of Education.|
|Keywords:||Open classroom approach to teaching; Dissertations, Academic – CSUN – Education|
|Full text PDF:||http://hdl.handle.net/10211.3/121650|
The purpose of the study was to compare a structured approach with an open-classroom approach to mathematics instruction in terms of pupil achievement and verbal interaction. Forty-four pupils, ranging in age from five years seven months to six and half years, were involved in the study. The criterion measures for the study were a standardized group mathematics test, an informal individual mathematics assessment, and a verbal interaction scale. The independent-t and the correlated-t were computed to analyze the tests scores. Findings showed that there was no significant difference at .05 level between the two approaches. The verbal interaction data were analyzed with descriptive statistics. Findings indicated that there were more overall verbal interactions in the open-classroom settings; however, nearly ?? of the total verbal interaction was not related to mathematics in the open classrooms.