A report of an experiment in individualizing arithmetic instruction in the fifth grade at Campus School

Abstract

This was an experiment in individualizing arithmetic to (1) identify problems involved, (2) to measure children's progress, and (3) to arrive at some conclusions concerning the value of individualizinig instruction in arithmetic. The experiment was carried out with the Fifth Grade at Campus School at Wisconsin State University. An achievement test was given before and after the experiment. Records were kept by the children and teacher. During the seven months of the experiment the mean grade equivalent changed from 5.7 to 6.9. The range of difference among the twenty-siX children decreased.