ERIC Number: ED033866
Record Type: RIE
Publication Date: 1969-May
Reference Count: 0
A Comparison of BSCS Versus Traditional Teaching Methods by Testing Student Achievement and Retention of Biology Concepts.
Montgomery, Jerry L.
The purpose of this study was to examine the effect of the Biological Sciences Curriculum Study (BSCS) materials and the inquiry teaching method on student achievement and retention in biology. Teachers were selected who used BSCS materials with inquiry methods, BSCS materials with traditional methods, traditional materials with inquiry methods, and traditional materials with traditional methods. Twelve students selected at random from the classes of each teacher chosen were pre-tested and post-tested using The Nelson Biology Test and The Processes of Science Test as a measure of achievement, then the same tests were administered after the summer vacation as a measure of retention. The data were analyzed by analysis of coveriance using the pretest scores as covariates in analyzing the post-test scores, and the post-test scores as covariates in analyzing the retention scores. The results indicated that the BSCS students taught by inquiry methods showed the greatest achievement, all BSCS students showed greater retention, inquiry taught traditional students showed greater retention on the Processes of Science Test than traditionally taught traditional students, and tenth grade students out-performed ninth grade students. An unexpected finding was a positive relationship between class size and both achievement and retention. (EB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ball State Univ., Muncie, IN.
Identifiers: Biological Sciences Curriculum Study; Nelson Biology Test; Processes of Science Test