Gender and Capacity Effects on Achievement before and after CPC Way of Individualizing Learning.Report as inadecuate

Gender and Capacity Effects on Achievement before and after CPC Way of Individualizing Learning. - Download this document for free, or read online. Document in PDF available to download.

This study considered the effects of gender and cognitive processing capacity on achievement of students at an intermediate school. The capacity test developed by J. M. Furukawa (1970, 1977), which requires examinees to recall word pairs immediately after a brief exposure, was modified for use with these students. The test was adopted because it is the basis for a CPC model of teaching and learning that has been shown to improve achievement of college students. The model asks students to personalize learning by processing units of information in quantities that match their capacities (C) from a pyramid (P) of knowledge or a study outline with a base of relatively simple concepts or stimuli and a superordinate concept that subsumes the others. Students are asked to chunk (C) these concepts into a meaningful whole. The field study involved 236 students, half of whom learned the CPC approach in grade 6. When the students were taught this way of adjusting learning to capacity, scores on academic skills measured by the Stanford tests increased, and this increase reduced the advantage shown by girls in the nonCPC group. The CPC approach served as an equalizer for lower capacity males and females by highlighting key information for mastery. Implications for instruction in the intermediate grades are discussed. One appendix presents the capacity test and the other gives two teaching examples. (Contains 1 figure, 1 table, and 10 references.) (SLD)

Descriptors: Academic Achievement, Achievement Gains, Cognitive Processes, Elementary School Students, Grade 6, Intermediate Grades, Sex Differences, Teaching Methods

Author: Furukawa, James M.


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