ERIC Number: ED171578
Record Type: RIE
Publication Date: 1979-Mar
Pages: 15
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Effects of a Diagnostic-Prescriptive Teaching Strategy on the Achievement and Attitudes of High School Biology Students.
Long, Joe C.; And Others
This study investigated the effects of three types of diagnostic-prescriptive learning assistance, aptitude, and locus of control on the cognitive and affective biology achievement of high school students. The study also determined whether the effects of treatment (diagnostic-prescriptive teaching) were consistent across levels of student aptitude and locus of control. A sample of 93 students enrolled in three Biological Sciences Curriculum Study (BSCS) biology classes was selected. All subjects were stratified on measures of aptitude (high, middle and low) and locus All subjects were stratified on measures of aptitude (high, middle and low) and locus of control (internal and external). Data were analyzed through analysis of variance, analysis of covariance, and selected multiple comparison procedures. Results revealed that the effects of aptitude and locus of control were nonsignificant and the teacher-managed diagnostic-prescriptive treatment group scored higher on cognitive measures. (HM)
Descriptors: Academic Achievement, Academic Aptitude, Biology, Cognitive Ability, Diagnostic Teaching, Educational Diagnosis, Educational Research, Remedial Instruction, Research, Science Course Improvement Projects, Science Education, Secondary Education, Secondary School Science, Student Attitudes, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (52nd, Atlanta, Georgia, March 21-23, 1979)
