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1.
The influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement was the focus of the study. To test the generalizability of the results across instructional units and to check on the existence of a treatment warm-up period, the experiment was conducted across three biology units. The results supported the existence of the warm-up period with no significant effects of diagnosis and remediation during the first unit. On later units and on the retention measure, the experimental subjects achieved significantly more than the control. No locus of control X treatment interactions were found; although, in one unit, the internal locus of control subjects achieved significantly higher than externals. 相似文献
2.
David L. Haury 《科学教学研究杂志》1988,25(3):233-246
A desire to foster enduring, positive attitudes toward science teaching among elementary school teachers led to study of self-perceptions. On the basis of evidence for strong links between locus of control orientation and attitudes, an attempt was made to enhance internality through instruction. A quasiexperimental research strategy was employed to compare the effects of two instructional treatments, with pretest measures being used to check the initial equivalence of treatment groups, and analysis of covariance (ANCOVA) being used to test treatment effects. Both treatments incorporated strategies known to have positive effects on attitudes, but the experimental treatment was novel in its emphasis on self-management, goal clarification, and individualized course expectations. There was found by ANCOVA to be a significant (p ≦ 0.05) difference in science locus of control (SciLOC) orientation between groups following treatment, with subjects exposed to the experimental treatment exhibiting greater internality. Quantitative comprehension and subject age were employed as covariates of SciLOC orientation, and subject gender was employed as a moderator variable. Though the treatment effect is small, accounting for 3% of the variance in SciLOC orientation, control orientation is shown susceptible to educational intervention. These results encourage attention to teacher attitudes from a rather new perspective, and they raise several interesting research questions regarding instructional methods and the long-term effects of enhancing internality. 相似文献
3.
Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning. 相似文献
4.
John P. Gaa 《Psychology in the schools》1979,16(4):591-597
The study was designed to investigate the effects of individual goal-setting conferences on classroom achievement and locus of control orientation. Subjects were blocked on sex and previous achievement and randomly assigned to one of three treatment groups: the goal-setting (GS) group, which received weekly individual goal-setting conferences; the conference (Cf) group, which received weekly individual conferences but set no goals; and the control (C) group, which received no conferences. Analyses of the data showed a significant treatment effect for achievement across treatment groups, with the GS group having significantly higher achievement than the Cf and C groups. Treatment effect across locus of control measures across treatment groups was less clear, although post hoc analyses indicated that the GS group was significantly more internal than either the Cf or C groups on the three intellectually oriented measures. 相似文献
5.
Michael D. Piburn Stephen J. Reynolds Carla McAuliffe Debra E. Leedy James P. Birk Julia K. Johnson 《International Journal of Science Education》2013,35(5):513-527
Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web‐based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content‐based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three‐way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated. 相似文献
6.
Steven V Horton Randall A Boone Thomas C Lovitt 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):118-131
This study investigated the effectiveness of a computer-based study guide using hypertext software to increase textbook comprehension among four learning disabled students enrolled in a remedial high school social studies class. The program provided four levels of instructional cues that matched students to their highest level of independent interaction with a textbook passage, based on item-to-item responses to computer-generated questions. Using alternative forms of a 45-item multiple-choice test, a pre-test/post-test design was arranged, with a retention test given after a 30-day period. Fifteen questions were designated as control items by placing them in the 45-item tests but not in the computer treatment. The computer program consisted of three separate lessons administered across consecutive class sessions, with each followed by a written 15-item multiple choice test containing 10 computer questions and 5 control items. Results indicated a significant gain for pupils on computer items from pre-test to post-test and from pre-test to retention test, while no significant change occurred on control items across measures. A single-case analysis revealed a consistent relationship between gain scores on computer items, reading time on computer, and the number of instructional cues required by students. Two types of non-linear pathways that teacher might consider when constructing study guides are discussed. 相似文献
7.
Several researchers have suggested that the computer holds much promise as a tool for science teachers for use in their classrooms (Bork, 1979, Lunetta & Hofstein, 1981). It also has been said that there needs to be more research in determining the effectiveness of computer software (Tinker, 1983). This study compared the effectiveness of microcomputer simulated experiences with that of parallel instruction involving hands-on laboratory experiences for teaching the concept of volume displacement to junior high school students. This study also assessed the differential effect on students' understanding of the volume displacement concept using sex of the students as another independent variable. In addition, it compared the degree of retention, after 45 days, of both treatment groups. It was found that computer simulated experiences were as effective as hands-on laboratory experiences, and that males, having had hands-on laboratory experiences, performed better on the posttest than females having had the hands-on laboratory experiences. There were no significant differences in performance when comparing males with females using the computer simulation in the learning of the displacement concept. This study also showed that there were no significant differences in the retention levels when the retention scores of the computer simulation groups were compared to those that had the hands-on laboratory experiences. However, an ANOVA of the retention test scores revealed that males in both treatment conditions retained knowledge of volume displacement better than females. 相似文献
8.
Mohamed Ibrahim Rebecca Callaway David Bell 《The American journal of distance education》2013,27(3):160-169
This study assessed the effect of design instructional video based on the Cognitive Theory of Multimedia Learning by applying segmentation and signaling on the learning outcome of students in an online technology integration course. The study assessed the correlation between students’ personal preferences (preferred learning styles and area of specialization) and their learning outcomes. A three-group pretest–posttest design was employed to assess whether there were significant differences in students’ test scores after they watched an instructional video. The results of the analysis of covariance (ANCOVA) analysis indicate that instructional design had a significant effect on students’ learning outcome. This effect was demonstrated by the statistically significant differences in students’ learning outcomes, with the highest scores achieved by students in the segmented and signaled video group and the lowest scores in the no-segmentation and no-signaling group. Moreover, results indicate that students’ learning preferences and area of specialization related significantly and positively to their learning outcomes. These findings suggest that the use of educational video in online courses has the potential to effectively improve students’ learning outcome; however, it requires design manipulation. The results also emphasize the importance of rethinking the one-size-fits-all approach in developing online course content and include consideration of the students’ learning preferences and area of specialization to optimize their learning. 相似文献
9.
The influence of locus of control, diagnosis, and remediation on immediate and retained achievement and attitudes of middle school science students was the focus of this study. Subjects in the experiment were assessed for locus of control and experienced one of three treatments: no diagnosis or remediation; diagnosis with no remediation; or, diagnosis and remediation. Immediate achievement was measured at two points during the experiment, and retention was measured 30 days following the experiment. Diagnosis and remediation proved to be significantly effective in increasing retained achievement. Internal locus of control subjects out-scored external subjects in the areas of both immediate and retained achievement. Whites achieved higher than blacks in retention. Attitudes of all groups tended to be positive. These findings suggest that diagnostic or diagnostic and remedial instruction is an effective means of increasing the retention level of middle school students. 相似文献
10.
This study investigated the differential effects of two modes of instructional program (conceptual change oriented and traditionally designed) and gender difference on students' understanding of heat and temperature concepts, and their attitudes toward science as a school subject. The subjects of this study consisted of 72 seventh grade students from two General Science Classes taking the course from the same teacher. Each teaching method was randomly assigned to one class. The experimental group received reinforcement via the conceptual change texts while the control group utilized traditionally designed science texts over a period of four weeks. Analysis of covariance was used. Logical thinking ability was taken as a covariate. The results showed that the conceptual change oriented instruction produced significantly greater achievement in understanding of heat and temperature concepts. The result for science attitudes as a school subject showed no significant difference between the experimental and control groups. Also, no significant difference was found between the performance of females and that of males in terms of learning heat and temperature concepts and attitudes toward science, but the interaction of treatment regarding to gender was significant for learning the concepts. In addition, it was found that students' logical thinking ability accounted for a significant portion of variation in heat and temperature concepts achievement. 相似文献
11.
Conclusions The results of this investigation showed that significant differences did exist at the 01 level among instructional treatments.
A comparison of mean performance scores across groups (rows) and tasks (columns) showed that instructional treatments ranked
as follows: 1) self-instruction, 2) lecturedemonstration (classroom), 3) lecture-demonstration (television), and 4) minimal-instruction.
The socioeconomic background of subjects did not influence instructional treatment. Subjects from all three socioeconomic
levels learned best from self-instruction.
Under the conditions of this study, time was not a significant factor or causal effect in differences that resulted among
instructional treatments.
Self-instruction was found to be the most effective method of teaching subjects from different socioeconomic levels to perform
manipulatory tasks. This study substantiates the findings of an early experiment conducted by Calder (1966) with college students. 相似文献
12.
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance. 相似文献
13.
Ikponmwosa Owie 《Instructional Science》1983,12(4):383-388
The purpose of this study was to investigate the relationships among locus of control, instructional mode and achievement. Externally and internally oriented students were taught by the same instructor using two different teaching methods. The findings posited a definite relationship among locus of control, instructional style and achievement. Notably, students who were internally oriented appeared to attain higher levels of achievement under conditions where intrinsic reinforcers constitute the stimuli. 相似文献
14.
The present study examined the comparative effects of a prediction/discussion‐based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi‐experimental research design of the pre‐test–post‐test non‐equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion‐based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre‐test, post‐test, and delayed post‐test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between‐within subjects analysis of variance revealed that students in both prediction/discussion‐based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group. 相似文献
15.
Extensive educational efforts recently have been focused on the plight of the at-risk student. A multitude of variables contribute to a depressed likelihood of academic success; among these are poor academic preparation, lack of parental support, and several personality factors such as lowered self-concept, motivation, and confidence. One variable that has not been examined systematically in regard to the at-risk student is locus of control orientation. Two decades of research support the positive relationship of internal locus of control and achievement. To investigate this variable, 643 elementary school students were included in a 2 × 2 × 2 × 6 analysis of variance design. No main effects for sex or race were found. A significant main effect for conditions (at-risk vs. not-at-risk) was observed, with the at-risk students being more externally oriented. In addition, a significant effect for grade was noted, with the trend being for grade (age) to be positively related to internality. The importance of developing a program aimed at enhancing internal locus of control and its nature are discussed. 相似文献
16.
The present study investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items. Multivariate analysis of covariance was used to compare scores on three factors, analyze, model, and solve systems of linear equations. We found comparable statistically significant learning gains in both treatment groups. We found that the focus on conceptual understanding was similar in the flipped and control classrooms, and the learning gains were statistically significant and similar in both groups. Explicit attention to the substance of the at-home videos and in-class activities is needed to use the flipped classroom model to successfully shift the instructional focus from procedural to conceptual understanding. 相似文献
17.
18.
This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers’ report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers’ reported instructional assessment practices based on sex ( t?=?0.10; df?=?53; p?=?0.992), teaching experience ( F[4,50]?=?1.766; p?=?0.150), the level of professional qualification (F[3,45]?=?0.2117; p?=?0.111) or the level of academic qualification (F[2,52]?=?0.504; p?=?0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers’ report of good instructional assessment practices. The study also found that the joint effect of the variables teacher sex, teaching experience, teacher professional qualification and teacher academic qualification was not significant in predicting the instructional assessment practices scores of the science teachers. However, the joint effect of these variables was statistically significant (X 2?=?18.482; df?=?10; p?=?0.047) in predicting the teachers’ reported use of good instructional assessment practices. The best predictor of teachers’ report of good instructional assessment practices, though not statistically significant, was the diploma in education professional qualification. 相似文献
19.
Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158), randomly divided into three groups (self-assessment, collaborative learning, and control) provided the study data on questionnaires as well as with their test scores. Analyses of covariance reveal significant differences across groups, along with significant interaction effects. These findings have notable implications for improving students' academic achievement. 相似文献
20.
Anju Relan 《Research in Science & Technological Education》2013,31(2):213-214
This study investigated the effects of a visual advance organizer on a biology concept learning task among fifth graders. The following hypotheses were tested: (1) a visual advance organizer will facilitate the acquisition of concepts, especially when the material to be learned has visual components; (2) the organizer will be more effective in enhancing transfer than facilitating acquisition of verbal information; and (3) the organizer will produce greater benefits over long‐term retention of content. Three treatments were administered to 48 fifth graders, ranging from 10 to 11 years. In two of the treatments, subjects were exposed to a visual organizer either before or after the completion of a self‐instructional unit on ‘Fungi’. In the third treatment (control group), students were not given any organizer. Two parallel‐form post‐tests‐‐immediate and delayed‐‐were administered, consisting of three levels of learning outcomes: knowledge, comprehension and application. Results of MANCOVA on performance showed a slight but non‐significant difference in delayed post‐test scores. An interaction between the levels of learning and time of test factor also emerged. Findings of the study are discussed in terms of the assimilation theory, and aptitude‐treatment interactions observed between prior knowledge and level of instructional support. 相似文献