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ERIC Number: ED089970
Record Type: Non-Journal
Publication Date: 1973
Pages: 137
Abstractor: N/A
Reference Count: N/A
An Evaluation of the Effects of Set Induction on the Academic Achievement and Academic Self-Concept of College Botany Students.
Thomas, James Arthur
In this study it was hypothesized that set induction teaching techniques (the experimental treatment) should have a direct effect on the students involved and would, in turn, improve the students' academic self-concept. The subjects in the study were college students from each of the four college grade levels. The instruments used were the Botany Achievement Test and the Self-Concept of Ability Scale. The analysis of variance statistical test was used to evaluate the dependent variables and indicated that academic achievement, but not academic self-concept, changed significantly due to the treatment. Conclusions include: (1) college botany students showed significant academic achievement gains after exposure to set inducation teaching techniques; (2) academic self-concept appeared to be stable and not affected by set of induction strategies; (3) there was a tendency of girls to show greater gains in both variables due to treatment than males; and (4) set induction techniques have meaning for teachers at all levels because they encouraged regular evaluative feedback from the student. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-23,873 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