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Peer reviewedBenson, Jean S.; Yeany, Russell H. – Journal of Research in Science Teaching, 1986
Investigated the influence of locus of control and diagnostic testing with prescribed remediation on immediate and retained science achievement of preservice elementary education majors (N=43) during three introductory biology units. Findings, among others, show no locus of control times treatment interactions and differences in achievement…
Descriptors: Academic Achievement, Biology, Diagnostic Teaching, Higher Education
Peer reviewedYeany, Russell, J.; And Others – Journal of Research in Science Teaching, 1980
Cites results of a study that assessed the effects of diagnostic prescriptive teaching strategies and locus of control on various cognitive levels of science achievement of college biology students, also examined the interaction between the instructional strategy and students' locus of control. Students' attitudes were also examined. (CS)
Descriptors: Aptitude Treatment Interaction, Biology, College Science, Diagnostic Teaching
Peer reviewedLong, Joe C.; And Others – Journal of Research in Science Teaching, 1981
Measured the effects of three variations in the use of diagnostic-prescriptive (DP) teaching on the cognitive and affective biology achievement of high school students (N=93). Variations included: (1) no DP assistance; (2) teacher-managed DP; and (3) student-managed DP. Results favor DP approaches. (Author/JN)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Biology, Diagnostic Teaching
