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ERIC Number: ED107448
Record Type: RIE
Publication Date: 1971
Pages: 124
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Effectiveness of Teaching Electricity to High School Students by Varied Class Time Sequences and Teaching Materials.
Wilson, Russell Charles
The major purpose of this study was to determine the effects of varied time sequences and different teaching materials on student achievement in learning the basic skills and knowledge in applied electricity for the farm and home. Thirty-seven agriculture teachers and 529 senior high school students enrolled in vocational agriculture in 37 schools in 17 countries participated in the study. Nineteen teachers used a resource unit, prepared by the writer, to teach the unit in electricity while the others used a one-page teaching outline. The criterion measure was a test pertaining to basic skills and knowledge in applied electricity for the farm and home. The test was administered to both teachers and students as pretests and posttests. Correlations were computed and multiple regression analysis was used to identify covariates to be used for analysis of covariance. Among the findings was that there were no significant differences in learning among students taught the subject two consecutive days each week as opposed to taught daily. Mean test scores of students taught by the resource unit method were significantly higher than those taught by the teaching outline method. Student test scores correlated significantly with total number of years of science and mathematics courses completed. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-28,741, 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, The Pennsylvania State University