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ERIC Number: ED091211
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Measurement of Program Implementation and Students' Cognitive, Affective, and Social Performance in a Field Test of the Inquiry Role Approach (1972-73). I. Implementation: Its Documentation and Relationship to Student Inquiry Development.
Seymour, Lowell A.; And Others
This report is one of three concerning the 1972-73 field test of the Inquiry Role Approach (IRA) to biology teaching developed by the staff of the Mid-Continent Regional Educational Laboratory (McREL), Kansas City, Missouri. This paper concerns program implementation and focuses on three questions: (1) Can the IRA program be implemented? (2) Is there any significant relationship between type of training and degree of implementation? and (3) Is there any significant relationship between degree of implementation and student outcomes in biology content knowledge, cognitive inquiry skills, and affective inquiry qualities? Data were collected from 15 teachers, using a Teacher's Log, and from 1,300 students, using the Views and Preferences-C instrument and Class Activities Questionnaire. In addition, the Comprehensive Final Examination, Explorations Final Examination, Explorations in Biology, and Biology Student Behavior Inventory were used to measure student outcomes. Fourteen of the 15 teachers implemented the IRA program adequately or very adequately. No significant relationship was found between the variables, type of training and degree of implementation. Findings appeared to show that at least adequate implementation was necessary to attain development of cognitive inquiry but was not necessary for development of affective qualities and biology content knowledge. (Authors/PEB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A