NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED069491
Record Type: RIE
Publication Date: 1970
Pages: 174
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effects on Achievement When Excerpts from Physics are Interjected into Programmed High School Biology.
Garren, Donald Ray
Investigated was the hypothesis that tenth grade biology students could learn selected physics concepts interjected into a unit of programmed biology instruction. It was further hypothesized that the students could learn the disassociated physics without a significant effect upon achievement or upon retention of the biological content. Eighty-one students were ranked by IQ test scores and divided into equal size groups at three levels. Students within each IQ group were assigned to one of three treatment groups: (1) biology alone; (2) biology followed by physics; and (3) biology including physics. Among the conclusions were the following: (1) the addition of physics at the end or during the biology program did not significantly affect subtest scores for the factual direct-recall biology or functional higher level questions on either the achievement test or retention test; (2) while those who studied physics scored significantly higher on the physics achievement test, those who studied physics during the biology program scored significantly higher than those who studied physics at the end of the biology program; and (3) students at higher IQ levels had higher mean scores than those at lower levels on nearly all subtests. (Author/RH)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-11,344, MF $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Indiana University