ERIC Number: ED287823
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Teaching Processes To Improve Both Higher As Well As Lower Mental Process Achievement.
Soled, Suzanne Wegener
A major purpose of this research was to measure the effect of four different teaching processes on lower and higher mental process achievement. Two separate studies, one in science and one in mathematics, involved approximately 100 seventh grade students in four classrooms in a public junior high school in a middle-income neighborhood, and 85 ninth grade junior high school students in a low-income neighborhood, respectively. Teachers of junior high level science and mathematics were trained to use higher mental process questions, with a goal of making at least 33 percent of questions asked higher mental process questions. Mastery learning procedures were incorporated in which students received feedback on their formative tests followed by corrective procedures and by parallel formative tests, which also included at least 33 percent higher mental process questions. Instructional material that posed higher mental process questions, problems, and illustrations were also used. Comparisons with students in control classrooms indicated that the experimental student groups made significant gains in higher and lower mental process achievement. Data from both studies support the hypothesis that student achievement is a function of the degree to which teaching processes used by a teacher provide adequate opportunities to learn higher mental processes. Three data tables and four figures are included. (CB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).