THE EFFECTS OF SPECIAL INSTRUCTION FOR THREE KINDS OF MATHEMATICS APTITUDE ITEMS 1

A different Instructional program was developed for each of three mathematics aptitude item formats to determine the relative susceptibility of each to special instruction. Male and female high school junior volunteers in each of 12 schools were given a pretest composed of items of each format and a parallel form as a posttest several weeks later. In the intervening time experimental S s received seven weeks (21 hours) of instruction directed at one of the three formats, while control S s received no special instruction. Pretest to posttest gains were analyzed in a two‐way (sex by instructional group) multivariate analysis of covariance. The six dependent variables were the geometry and nongeometry posttest scores for each of the item formats. The seven covariates included the pretest scores corresponding to the six dependent variables and the SAT‐verbal (SAT‐V) pretest score. Results of the statistical analysis showed that each of the three item formats was susceptible to the special instruction specifically directed toward it. The complex or novel item formats appeared to be more susceptible than the relatively straightforward item format. Female volunteers were found to be slightly less able mathematically at the outset and to benefit somewhat less from the instruction than male volunteers. Mean gains of nearly a full standard deviation obtained by the groups instructed for the complex or novel formats were considered to be of practical consequence and likely to influence admission decisions. The results of the study were consistent for all 12 schools. Although no group received instruction for the SAT‐M per se, substantial pre‐ to posttest gains on that measure were also observed. Further analysis revealed that instruction, particularly for the complex or novel formats, was effective in at least two ways. S>s appeared to have learned a systematic approach to the item format as well as some very basic mathematical concepts.