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The study investigated the effectiveness of an experimental mathematics teaching program. The treatment program was primarily based upon a large, naturalistic study of relatively effective mathematics teachers. Students were tested before and after with a standardized test and a content test (posttest only), which had been designed to approximate the actual instructional content that students had received during the treatment. Observational measures revealed that teachers generally implemented the treatment, and analyses of product data showed that students of treatment teachers generally outperformed those of control teachers on both the standardized and content tests. Since strong efforts were made to control for Hawthorne effects, it seems reasonable to conclude that teachers and/or teaching methods can exert a significant difference on student progress in mathematics. The purpose of this study was to examine the effectiveness of a mathematics teaching program on student achievement. The behaviors comprising the program evolved largely from a correlational study of effective fourth-grade mathematics teachers. The focus of the program was entirely on instructional behavior. There was no at
Good et al. (Fri,) studied this question.