The Effects of the CPC Method on Sixth-Grade Learning Disabled Mathematics Students
Marguerite L. Parker
December 2001
The purpose of this study was to examine the effects of teaching method differences on
sixth-grade learning disabled mathematics students. The study sought to determine
which method was more effective in allowing students to retain information. Participants
included 16 sixth-grade African American youths, ages 11 and 12. The group consisted
of five girls and eleven boys. The CPC (cognitive, processing, capacity) group (n=8)
received the treatment, while the traditional group used the regular method. Both groups
were given a learning capacity test, pre test, and post test. A 2 x 2 x 2 analysis of
variance showed a significant main effect for treatments, F (1,14) = 5.59, p<. 03, favoring
the CPC teaching method. A significant ordinal interaction also appeared, F (1,14) =
4.13, p<. 06 due to higher and almost identical post test scores in spelling and definitions
achieved by the CPC student, but lower definitions scores for the traditional students.
Findings suggest that the CPC method is more effective than the traditional recall method
in improving achievement of learning disabled students.