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ERIC Number: ED099176
Record Type: RIE
Publication Date: 1971
Pages: 296
Abstractor: N/A
Reference Count: N/A
An Analysis of Inquiry Performance of High School Biology Students Including the Relationship of Inquiry Performance to Instructional Techniques and to Student Achievement and Academic Ability.
Cheong, Siew-Yoong
This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The Solomon three-group design was used in the study involving groups A, B, and C. The Cooperative School and College Ability Test: Series II, Form 2A (SCAT) was administered to these groups. Pretests, given to A and B groups only, included the Test of Inquiry Processes (TIP), the Content Achievement Test (CAT), and the Processes of Science Test (BSCS). Subjects in A and C worked through the self-instructional program. Group B had a control treatment of unrelated materials. All subjects in A, B, and C had the TIP as a posttest. Data from group D were used in determining relationships between variables identified for the study. Coefficients of correlation between task performances were found to be significant beyond the .01 level. Fisher's test analysis gave evidence suggesting interaction effect due to pretesting. Analysis of covariance data supported the idea that the self-instructional program on inquiry process criteria rules did induce a set to learn and improved student ability to carry out inquiry tasks. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-19,568, 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: Ph.D. Dissertation, The University of Texas at Austin