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ERIC Number: ED188159
Record Type: RIE
Publication Date: 1980-May
Pages: 17
Abstractor: N/A
Reference Count: 0
A Cognitive Processing Capacity Model of Teaching and Studying Applied to Biology.
Furukawa, James M.; And Others
The cognitive processing capacity (CPC) model of teaching and studying was used to determine whether tenth grade students could improve their performance in biology. The 27 students in the experimental class were taught to study information in quantities that matched their CPC and to chunk these quantities together under a heading in a study outline or diagram. In teaching, the same process was used by the teacher of the experimental class. The control group, another biology class of 27 students, continued to be taught as they had been in the past. After completion of two units of biology, the performances of the experimental group students were superior to those in the control class. Correlations between CPC scores and biology unit test scores tended to account for 46% to 82% of the variance in the control group's biology test scores. On a third biology unit, both classes were taught by the CPC model of teaching, with the experimental class continuing to achieve at a significantly higher level. When a comparison was made of the letter grades received by the two groups of students in their other content area classes, the experimental group had a significantly higher proportion of letter grades that increased versus letter grades that decreased. These findings appeared to add stronger support for the use of the CPC model of teaching and studying in the classroom. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (25th, St. Louis, MO, May 14-17, 1980).