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ERIC Number: ED084078
Record Type: RIE
Publication Date: 1970
Pages: 133
Abstractor: N/A
Reference Count: N/A
Differences in Retention Between Populations of Seventh Grade Science Students Taught By Two Methods of Instruction: Small Group Laboratory and Teacher Demonstration.
Andriette, William Rudolf
Reported is a study to examine the effects of instructional procedures on acquisition and retention of cognitive learnings. Two methods were compared: (1) teacher demonstration (students observed all science activities) and (2) student laboratory (individually or in small groups, helped plan and then carried out science activities). The Taxonomy of Educational Objectives: Cognitive Domain was used as the basis for developing the measuring technique used with 133 above average seventh grade general science students. The results of the Otis Quick Scoring Mental Ability Test: New Edition--Beta Test Form FM were obtained. Pretests were administered and unannounced retests were administered ten weeks after the end of the units. Data were treated by means of analysis of covariance after a significant difference appeared in pretest scores. A comparison was made of the percentage of knowledge learnings retained and of comprehension learnings retained after ten weeks. Comprehension learnings were significantly greater for the teacher demonstration group. No significant differences between methods were found in the given unit on light. The percentage of comprehension learning retained was found to be significantly greater than the knowledge learning retained. It was concluded that there was no gain in terms of knowledge and comprehension learning. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 70-24,062 MF-$4.00, Xerography-$6.40)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, Syracuse University