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ERIC Number: ED098030
Record Type: RIE
Publication Date: 1972
Pages: 184
Abstractor: N/A
Reference Count: N/A
A Comparison of Achievement of High School Chemistry Classes Whose Students and Teachers Use Behaviorally Stated Objectives with Classes Whose Teachers and Students Use Non-Behaviorally Stated Objectives.
Payne, Charles Ray
The investigator attempted to show that the use of behaviorally stated objectives in classes of chemistry would result in higher gains in achievement for students in these classes as compared to those in classes where nonbehaviorally stated objectives are used. The multiple linear regression approach to analysis of variance and interaction analysis was used to test the hypotheses. The stepwise regression procedure was used to select the best predictors from certain independent variables. The results of this study did not provide adequate evidence that students achieve more when using behavioral objectes. The experimental group did not make significant gains over the control groups. It was hypothesized, however, from strong implications of increasing value of the F-ratios, decreasing value of the probability, and higher mean gains of the last chapter studied, that the experimental group, if given more time, would gain more than the control group in a similar study. The I.Q. of students taking chemistry appears to be a better predictor of gain scores than is grade level. Teacher influence on achievement of students using behavioral objectives was significant. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-33,251, MF-$5.00, Xerography-$11.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Virginia