3. every last(predicate) students in the study attended the same middle school in a single geographical location (New York). The extent to which findings would be unalike if students attending other schools in the same or in a different geographic location cannot be known on the basis of this study's findings.
4. The study examined for the effects on math performance of completely two types of manipulatives ( gats and cubes). The outcomes that would have been obtained if other manipulatives had been used cannot be known on the basis of the findings of this study.
6. The period during which math manipulatives were used as part of instruction lasted only ten days. The extent to which findings competency have been different if the period of instruction were longer or shorter cannot be known on the basis of the findings of this study.
There were 51 eighth grade students serving as subjects in the study. All students were drawn from a medium-sized middle scho
Rods were also used in finding common denominations.
For example, when adding 1/2 to 1/3, students had to determine that the sixth biggest rod would do as the unit rod since it was the only rod that had tally rods 1/2 and 1/3 its size. Through the economic consumption of the rods, children when able to see that 1/2 and 13 was cope with to 5/6. Others had the same difficulty determining the sixth largest rod could be used as the unit rod.
Third, the analysis of dissension was selected because it is amenable to information which is measured at either the balance or equal interval level. Since this study's dependent measure consisted of the tot up of correct test items (with a theoretical zero level off if a student missed all items), it was ratio data and is therefore proper for use with the analysis of variance.
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