ERIC Number: ED204133
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The Influence of Voluntary Diagnostic Testing on Science Achievement: A Replicated Study.
Yeany, Russell H.; And Others
Reported are results of a study designed to replicate a study at North Carolina State University which investigated the effectiveness of a diagnostic/prescriptive system for increasing the science achievement of university students and examined the relationship between selected student characteristics and participation in voluntary diagnosis. Questions in this study include: (1) whether achievement can be influenced by voluntary participation in diagnostic/prescriptive testing when variables such as academic aptitude, achievement motivation, locus of control, and logical thinking ability are controlled; (2) whether a relationship exists between locus of control, achievement motivation, academic aptitude or logical thinking ability and the student's voluntary use of diagnostic/prescriptive tests; and (3) whether continued participation in voluntary diagnostic/prescriptive testing is a function of the student's level of success on course examinations and/or the number of diagnostic/prescriptive tests taken. Data collected from biology students (N=107) at the University of Georgia were analyzed through general linear model programs on the SAS computer package. Results indicate that a voluntary diagnostic testing program can significantly increase university biology achievement, with the same general achievement and diagnostic/prescriptive usage trends reported in the North Carolina study also observed in this study. (CS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (54th, Grossinger's in the Catskills, Ellenville, NY, April 5-8, 1981). Contains occasional light type.