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ERIC Number: ED157685
Record Type: RIE
Publication Date: 1977
Pages: 258
Abstractor: N/A
Reference Count: 0
The Relationships of Student Anxiety and Dependency to the Effects of Teaching Structure on the Learning of Science Knowledge and Processes Within Inductive/Discovery Learning.
Harmon, David Jerome
This study was designed to determine the relationships of student anxiety and dependency to the effects of teaching structure on the acquisition of science knowledge and processes within inductive/discovery learning. Teaching structure refers to the relative amounts of teacher and/or student control within the tasks. Randomly assigned fifth- and sixth-grade students from two elementary schools within one suburban school district comprised the population. Instruments used included the Children's Manifest Anxiety Scale, the Modified Dependence Proneness Scale, and the Ankney-Joyce Reasoning Test. Results support the following conclusions relative to the population sampled in this study: (1) The high anxiety individuals gain more knowledge when teaching is highly structured; (2) Contrary to the literature, low teaching structure enhanced low anxiety students' performance relative to that of the high anxiety students; (3) There is some evidence that low dependent individuals perform better with low teaching structure; (4) Individuals who are both high in anxiety and high in dependency do better on the knowledge and process levels of achievement; (5) Overall, low dependency individuals do better on more complex tasks; and (6) Overall, a high degree of teaching structure is better for difficult tasks. (Author/MA)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The Ohio State University