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ERIC Number: ED099167
Record Type: RIE
Publication Date: 1970
Pages: 155
Abstractor: N/A
Reference Count: N/A
The Effect of the Note-Test System of Teaching Basic College Chemistry on Student Achievement, Attitude, and Critical Thinking Ability.
Collier, Donald Davis
The purpose of this study was to compare two systems of teaching basic college chemistry. Three regression equations were developed for predicting a student's total raw score on the various tests used. The covariates utilized were ACT composite scores and scores on the Watson-Glaser Critical Thinking Appraisal, given as a pre-test. There was no significant difference between groups in mean scores on either of the covariates. Students were placed in high, medium, or low student ability levels on the basis of predicted scores resulting from a correlation matrix of all variables. Analysis of covariance was the primary method of analysis insofar as achievement and critical thinking were concerned. A t-test was used to compare post-attitude score means of the two groups. Results showed, with achievement as the criterion, high ability students of the experimental group (note-test system) performed better than high ability students of the control group, but not significantly. The reverse was obtained with the low ability students. The mean attitude of score of students in the experimental group was significantly higher, in high and low ability levels. The note-test system of teaching was considered to be effective when used with medium or high ability level students. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-18,651, 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, North Texas State University