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Peer reviewed
Onyejiaku, Felix Okeke – Journal of Experimental Education, 1982
The effects of analytic versus nonanalytic cognitive styles and two modes of teaching techniques (discovery versus expository) on student performance on mathematics tasks were investigated. The analyses revealed no significant main effect of teaching methods. (Author/PN)
Descriptors: Cognitive Style, Foreign Countries, Junior High Schools, Mathematics Achievement
Peer reviewed
Erinosho, Stella Y. – Journal of Experimental Education, 1990
Teacher-directed versus student-oriented remediation methods in high school physics classes in Nigeria were compared using 121 fifth-form students. Formative, achievement, and intelligence tests were administered. Teacher-directed remediation treatment enhanced learning and was more effective than was a student-oriented method. (TJH)
Descriptors: Academic Achievement, Comparative Analysis, Developing Nations, Foreign Countries