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Peer reviewedHannafin, Michael J. – American Educational Research Journal, 1983
Eighty-five sixth-grade students were randomly assigned to either a traditional instruction or a systems instructional group and were blocked according to sex and ethnicity. Following eight months of mathematics instruction, skill assessments found significant differences for adding and subtracting fractions subtests related to both instructional…
Descriptors: Anglo Americans, Conventional Instruction, Ethnicity, Hispanic American Students
