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Pedersen, Jon E. – School Science and Mathematics, 1992
High-school chemistry students (n=96) were studied to compare the effects of two forms of instruction on science achievement and anxiety toward science: (1) cooperative controversy with science, technology, and society issues; and (2) individualized instruction. Analysis of variance indicated significant reduction in anxiety of students instructed…
Descriptors: Academic Achievement, Analysis of Variance, Anxiety, Conflict