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ERIC Number: ED106107
Record Type: RIE
Publication Date: 1975-Mar
Pages: 12
Abstractor: N/A
Reference Count: 0
The Effects of Self-Pacing Science Methods Instruction on Attitudes and Achievement of Preservice Teachers.
Campbell, Richard L.; Martinez-Perez, Luis
The purpose of this study was to determine the effects of self-pacing instruction in a science methods course on teachers' achievement and attitudes toward science. A second purpose was to examine "open and closed" mindedness and achievement in science methods instruction. Twenty pre-service elementary school teachers were randomly selected and assigned to two treatment groups. One group received self-pacing instruction; the other group was taught in a normal classroom setting. Both groups received science instruction based on a modular package. The research design used is the one proposed by Campbell and Stanley as the Post-Test Only Control Group Design. Data were analyzed by t-test and Pearson product-moment correlations. The results indicate that teachers who were taught utilizing a self-pacing technique did not achieve significantly better or have attitudes that were different from those who were not self-paced. These results indicate the need for educators to examine self-pacing under different learning environments. (Author/BR)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975)