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ERIC Number: ED010763
Record Type: RIE
Publication Date: 1965-Apr
Pages: 128
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A STUDY OF LARGE GROUP-SMALL GROUP INSTRUCTION IN REGENTS CHEMISTRY COMPARED TO CONVENTIONAL INSTRUCTION.
WINTER, STEPHEN S.; AND OTHERS
STUDENTS IN EXPERIMENTAL LARGE GROUP-SMALL GROUP CHEMISTRY CLASSES WERE COMPARED TO STUDENTS IN CONVENTIONALLY ORGANIZED CHEMISTRY CLASSES FOR GAIN IN KNOWLEDGE OF CHEMISTRY AND OTHER LEARNING OUTCOMES. THE 1,241 STUDENTS INVOLVED IN THE INVESTIGATION WERE ENROLLED IN 14 URBAN, SUBURBAN, AND RURAL SCHOOLS. EXPERIMENTAL CLASSES RANGED IN SIZE FROM 78 TO 153 STUDENTS FOR LARGE GROUP INSTRUCTION AND FROM 7 TO 32 FOR SMALL GROUP ACTIVITIES. DATA WERE OBTAINED FROM STUDENT RECORDS, THE REGENTS EXAMINATION, AND TESTS CONSTRUCTED FOR THE STUDY. STUDENTS WERE PRETESTED FOR KNOWLEDGE OF CHEMISTRY, SCIENCE INTEREST, SCIENCE REASONING AND UNDERSTANDING, AND SCHOLASTIC ABILITY. THEY WERE TESTED FOR ACHIEVEMENT AFTER EACH OF SIX UNITS AND AT THE END OF THE YEAR FOR SCIENCE INTERESTS, AND SCIENCE REASONING AND UNDERSTANDING. DIFFERENCES IN THE EFFECTIVENESS OF THE TWO PATTERNS OF INSTRUCTION WERE DETERMINED BY ANALYSIS OF COVARIANCE. REGRESSION ANALYSIS WAS USED TO RELATE SUCCESS OF DIFFERENT TYPES OF STUDENTS TO THE TWO PATTERNS OF INSTRUCTION. ACHIEVEMENT OF THE EXPERIMENTAL STUDENTS WAS SIGNIFICANTLY HIGHER THAN ACHIEVEMENT OF STUDENTS IN CONVENTIONAL GROUPS ON THE REGENTS EXAMINATION AND THE UNIT TESTS. (AG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Rochester Univ., NY.; State Univ. of New York, Buffalo. Coll. at Buffalo. School of Education.
Identifiers: New York (Buffalo)