ERIC Number: ED115452
Record Type: RIE
Publication Date: 1973
Reference Count: N/A
A Determination of the Relationship Between Content Structure, Concrete Referents, Mental Readiness and Student Attainment of Selected Cognitive Skills in a Physical Science Program.
Haley, Clarence Dillard, Jr.
This study was designed as an experimental evaluation of the relative efficiency of designated instructional techniques for student attainment of selected cognitive skills. The sequence in which the student encountered the curriculum, the means by which the student received the information, and the reinforcement effect of an official answer were three components which were permuted to form eight instructional schemes. The study involved 16 classes and each teacher instructed 2 experimental classes via different instructional schemes. Multiple regression analysis, correlation coefficients, and t tests were used to assure validity of findings. Among conclusions, the investigator found reading level to be a significant predictor of classroom performance, and laboratory activities to be a more effective instructional technique for developing reading comprehension and science objectives than lecture-demonstration techniques. (Author/CP)
Descriptors: Achievement, Curriculum Development, Doctoral Dissertations, Educational Research, Instruction, Physical Sciences, Predictor Variables, Readiness, Reading, Science Education, Secondary Education, Secondary School Science, Structural Analysis
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-32,438, MF-$7.50, Xerography-$15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Virginia