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ERIC Number: ED011236
Record Type: RIE
Publication Date: 1966-Mar
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE RELATIONSHIP OF THREE FACTORS IN PRINTED MATERIALS TO STUDENT ACHIEVEMENT.
EATON, EDWARD J.
THE EFFECT OF PLANNED DIFFERENCES IN TEXTUAL MATERIALS ON ELEMENTARY STUDENTS' SCIENCE ACHIEVEMENT AND ATTITUDES WAS INVESTIGATED. A CHAPTER FROM A RECENT SCIENCE TEXT WAS REWRITTEN IN SIX DIFFERENT FORMS WHICH EMPHASIZED OR DEEMPHASIZED QUESTIONS, ACTIVITIES, OR INCONGRUITIES INCLUDED IN THE ORIGINAL FORM. THE MATERIALS WERE RANDOMLY ASSIGNED TO 35 SIXTH-GRADE CLASSES IN 13 SCHOOLS. STUDENTS WERE PRETESTED AND POST-TESTED FOR ACHIEVEMENT. THE POST-TEST INCLUDED QUESTIONS RELATED TO STUDENT ATTITUDES TOWARD ASTRONOMY AND THE INSTRUCTIONAL MATERIALS. DIFFERENCES IN ACHIEVEMENT BETWEEN TREATMENT GROUPS WERE DETERMINED THROUGH ANALYSIS OF COVARIANCE. ALL SUBGROUPS ANALYZED, EXCEPT FEMALES WITH MENTAL AGES IN THE UPPER QUARTILE OF THE SAMPLE, SHOWED SIGNIFICANT GAINS IN ACHIEVEMENT. ACTIVITY PRODUCED THE HIGHEST ACHIEVEMENT SCORES FOR THE MAJORITY OF THE STUDENTS. STUDENTS WITH MENTAL AGES IN THE UPPER QUARTILE, HOWEVER, SCORED HIGHER WHEN ACTIVITY WAS DEEMPHASIZED. A DEFINITE RELATIONSHIP WAS IDENTIFIED BETWEEN THE LEARNING MATERIALS WITH THE GREATEST NUMBER OF ACTIVITIES AND FAVORABLE STUDENT ATTITUDES. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF RESEARCH IN SCIENCE TEACHING," VOLUME 4, ISSUE 1, 1966. (AG)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ELEMENTARY SCHOOL SCIENCE PROJECT; FLORIDA