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ERIC Number: ED236823
Record Type: RIE
Publication Date: 1983-Jun
Pages: 27
Abstractor: N/A
Reference Count: 0
An Investigation of the Effect of Four Different Instructional Strategies on the Achievement of Gifted Seventh-Grade Students in a Specific Content Area.
Clasen, Donna Rae
The effects of four different instructional presentations of identical content on the achievement of 72 gifted seventh graders were evaluated. Ss were randomly assigned to four treatments, each with one replication: (1) independent study, (2) lower-order questions, (3) higher-order questions, and (4) divergent-production questions. Eight teachers were trained to follow detailed scripts in presenting a unit on plate tectonics. Ss received identical curriculum content with variations in the teachers' questioning approaches. Ss in the independent study group individually directed their own instruction while monitored by a teacher. Results of testing (multiple-choice and short-answer) on the fifth day revealed that the lower level questioning groups outscored higher-order treatment groups on total achievement scores. There were no significant differences on the delayed-retention tests (administered 5 weeks after the first testing period). Knowledge loss was greatest for the lower order group. The independent study group did well, scoring significantly below others on only one achievement measure. Attitude inventories toward science and instruction revealed significant sex differences in attitudes. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A