Date of Award
4-1993
Degree Name
Master of Arts
Department
Psychology
First Advisor
Dr. Galen J. Alessi
Second Advisor
Dr. Jack Michael
Third Advisor
Dr. Bill Redmon
Access Setting
Masters Thesis-Open Access
Abstract
Three repeated measures experiments were conducted to determine the efficiency with which medium and low math-achieving, fourth- and fifth-grade students computed two sizes of addition problems using each of four different algorithms. The experimenter selected the conventional algorithm and the hand-held calculator because they are currently in popular use. The experimenter selected the Hutchings' low-stress and factor analysis algorithms because of their demonstrated performance enhancing characteristics and unique design features. The three written algorithms represented a design continuum that facilitated a powerful deductive analysis.
In all conditions the Hutchings' low-stress algorithm produced incrementally superior performance consistent with its unique features. Seven of the eight ANOVA's that compared the groups' mean performances using the four algorithms were significant. Post hoc multiple comparisons showed addition performance using the Hutchings' method to be consistently superior to the other methods.
Recommended Citation
Hampel, John C., "A Comparison of the Hutchings’ Low-Stress, Factor Analysis, Hand-Held Calculator, and Conventional Addition Algorithms for Speed, Accuracy, and Preference with Regular Education Students" (1993). Masters Theses. 782.
https://scholarworks.wmich.edu/masters_theses/782