Abstract
Eighty-five sixth grade students were randomly assigned to either a traditional instruction or a systems instructional group and were subsequently blocked according to sex and ethnicity. Each group received mathematics instruction for 8 months. Year-end skill assessment indicated no instructional group differences for whole numbers, adding decimals, or subtracting decimals subtests. However, significant differences were found between Anglo and Hispanic students on these subtests. For adding fractions and subtracting fractions subtests, significant differences were found related to both instructional group and ethnic group, with instructional systems yielding higher scores than traditional instructional classes, and Anglos earning higher test scores than Hispanics. Sex of student was not found to influence mathematics skill attainment. The results suggest that instructional systems may be most effective for Anglo and Hispanic students when the criterion task is not heavily influenced by the acquisition of prerequisite skills.
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