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ERIC Number: ED127141
Record Type: Non-Journal
Publication Date: 1973
Pages: 164
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relationship Between the Degree of Individualized Instruction and Children's Science Related Cognitive Skill Development in Open Space and Conventional Schools.
Patterson, Marvin D.
This study contrasted the science-related cognitive skill attainment of children experiencing high and low individualized science programs. In addition, skill development was compared between open space schools and conventional schools. A total of 903 fifth-grade pupils from seven schools were given a short revision of the Bristol Study Skills Test and a Student Questionnaire. Concurrently, teachers were given two instruments that would report their instructional practices and open classroom beliefs. The analysis of the results indicated that students experiencing high individualized science programs perform significantly better on the first four parts of the Bristol. The multivariate analysis of covariance statistically controlled for the effect of parents' educational level and unique classroom effects. Students in open space schools likewise scored significantly higher on science-related cognitive skills than students attending conventional schools. Analysis of subgroup results (i.e., school, sex, and race) were also reported. Relationships between teachers' open classroom beliefs and their instructional practices were negligible. A similar finding was reported between student cognitive performance and teachers' open classroom beliefs. (Author/MH)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A