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ERIC Number: ED085197
Record Type: RIE
Publication Date: 1970
Pages: 79
Abstractor: N/A
Reference Count: N/A
A Consideration of Direct and Indirect Teaching with Respect to Achievement and Retention of Learning in Science Classes.
Wolfson, Morton Louis
Reported is a study to examine the relative effectiveness of high indirect (I/D) ratio teaching to low I/D ratio teaching in increasing student's knowledge in chemistry and general science. Four high school chemistry teachers and four general science teachers of grades eight and nine in junior high school with their respective classes were considered. The teachers were coded and taped several times (at least nine) during the year and data were analyzed according to Flanders' Interaction Analysis so that an I/D ratio could be obtained for each teacher. Achievement of chemistry students was determined by the Regents Examination in Chemistry. The general science students took a standardized final examination in June as an achievement test, and retook the same test in October as a retention test. Analysis of variance was used to evaluate differences in achievement and retention of learned materials. Where significant F ratios were obtained, Duncan's New Multiple Range Test was applied to determine which means accounted for the significance. It was found that high I/D ratio teachers produced statistically significantly higher achievement on the parts of their students in each case. (Author/EB)
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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, New York University