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ERIC Number: ED255387
Record Type: RIE
Publication Date: 1985
Pages: 28
Abstractor: N/A
Reference Count: 0
Assessment of Aptitude Interactions for the Most Common Science Instructional Strategies.
Fields, Stephen C.
Aptitude treatment interaction (ATI) for the two most widely used science teaching strategies (lecture method and lecture method augmented with classroom activities) was investigated. The aptitude variables examined were cognitive ability level expressed in Piagetian terms and cognitive learning style (field independence/dependence). A sample of 200 high school biology students (100 students for each treatment group) was utilized. Each treatment group was stratified for cognitive ability level. Achievement was measured in a criterion-referenced test to demonstrate mastery or non-mastery of eight biology concepts. Findings indicate that both aptitude variables interacted with achievement, and that the two treatments differed only marginally in the ATI. Of the two aptitudes analyzed, cognitive ability level had the greater interaction, namely, higher cognition favored mastery, while lower cognition did not. A strong correlation (zero-order gamma of .53 for each biology concept studied) was found between cognitive ability level and cognitive learning style. Being field independent and of a higher cognitive ability level was more indicative of achievement than being field dependent and of a higher cognitive ability level. Students of lower ability levels were more often field dependent and mastered the biology concepts infrequently. (Author/JN)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: 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 (58th, French Lick Springs, IN, April 15-18, 1985).