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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ194835
Record Type: CIJE
Publication Date: 1978-Sep
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
The Effects of Instructional Sequence and Cognitive Style on the Achievement of High School Biology Students.
Douglass, Claudia B.; Kahle, Jane B.
Journal of Research in Science Teaching, v15 n5 p407-12 Sep 1978
The purpose of this study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. Findings indicate that interaction of cognitive style and instructional sequence is not significant in the ANCOVA. (Author/MA)
Descriptors: Academic Achievement, Biology, Cognitive Style, Educational Research, Genetics, Instructional Design, Learning, Science Education, Secondary Education
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A