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ERIC Number: ED139634
Record Type: RIE
Publication Date: 1977-Mar
Pages: 16
Abstractor: N/A
Reference Count: 0
The Effects of Diagnostic Testing and Remediation on Science Achievement and Retention.
Long, Joe C.; And Others
The purpose of this study was to provide students with differing types of learning needs instruction following diagnostic testing; also examined were the effects of the instruction on science achievement and retention. A total of 154 seventh-grade students from six classes completed a five-week block of instruction in earth science composed of units on earth motion, latitude and longitude, and map skills. Teachers were provided with performance objectives, diagnostic progress tests, unit tests, learning materials, and activities. Students were stratified on three levels of aptitude and randomly assigned to one of three treatment conditions: (1) control; (2) teacher-directed remedial work; and (3) student-directed remedial work. Achievement and retention data were analyzed using a 3 X 3 (aptitude X treatment) analysis of variance with quantitative scores from the Iowa Test of Basic Skills as covariates. Both groups of students receiving diagnostic tests scored significantly higher than the control group. Significant differences were found between the two groups of students that received teacher- or self-guided remediation on only one unit. Analysis of the retention test data showed that initial differences measured were not apparent after a two-month span. (MH)
Publication Type: Reports - Research
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 (50th, Cincinnati, Ohio, March 22-24, 1977); Not available in hard copy due to marginal legibility of original document