NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.
Peer reviewed Peer reviewed
Dillashaw, F. Gerald; Okey, James R. – Journal of Research in Science Teaching, 1983
Results of modifying mastery learning strategy to two diagnostic cycles with high school chemistry students (N=156) indicated that achievement of mastery learning students was significantly greater than that on nonmastery learning students. Attitudes toward science/science instruction were not significantly different but were positive in both…
Descriptors: Academic Achievement, Chemistry, High Schools, Mastery Learning
Effect of Language of Instruction on Physics Achievement.
Peer reviewed Peer reviewed
Ho, Kwok K. – Journal of Research in Science Teaching, 1982
Investigated relationships between physics achievement and language of instruction where instruction was in the second language of both students and teachers. Grade 10 subjects (N=176) studied light/sound in either Chinese (N=90) or English (N=86). No differences in achievement, students' motivation, and time spent in physics were found.…
Descriptors: Academic Achievement, Foreign Countries, Grade 10, High Schools
The Relationship Among College Science Student Achievement, Engaged Time, and Personal Characteristics.
Peer reviewed Peer reviewed
Johnson, T. Franklin; Butts, David P. – Journal of Research in Science Teaching, 1983
Investigated relationships among college students (N=76) science achievement, engaged time (observed and perceived), personal characteristics of academic aptitude, reasoning ability, attitude toward science, and locus of control. Among the results reported are significant relationships between engaged time measures and achievement, and between…
Descriptors: Academic Achievement, Academic Aptitude, Cognitive Processes, College Science
The Relationship Among Teacher Classroom Management Behavior, Student Engagement, and Student Achievement of Middle and High School Science Students of Varying Aptitude.
Peer reviewed Peer reviewed
McGarity, John R., Jr.; Butts, David P. – Journal of Research in Science Teaching, 1984
Determined relationships among teacher classroom management behavior, student engagement (N=269), academic achievement (N=570), and academic aptitude (N=649). Twelve indicators from Georgia Teachers Performance Assessment Indicators were used to measure teacher classroom management behaviors. Results, obtained during 2-week units taught by 30…
Descriptors: Academic Achievement, Academic Aptitude, Classroom Techniques, Elementary School Science
Relationships Between Middle School Students' Science Concept Structure Interrelatedness Competence and Selected Cognitive and Affective Tendencies.
Peer reviewed Peer reviewed
Harty, Harold; And Others – Journal of Research in Science Teaching, 1985
Investigated if relationships existed between middle school students (N=105) science concept structure interrelatedness competence and their time on task, science achievement, scholastic aptitude, previous experience with concept structure interrelatedness, attitudes toward science, interest in science, science curiosity, and self-concept of…
Descriptors: Academic Achievement, Affective Behavior, Cognitive Structures, Elementary School Science
Effects of Academic Ability, Time Allowed for Study, and Teacher Directedness on Achievement in a High School Science Course (ISIS).
Peer reviewed Peer reviewed
Burkman, Ernest; And Others – Journal of Research in Science Teaching, 1981
The simultaneous effects of two instructional variables of degree of teacher direction (student- versus teacher-directed) and time allowed for study and the student variable of general ability are described for student achievement (N=912) in three life-science instructional modules. (Author)
Descriptors: Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Performance Factors
Pupil Engagement in Learning Tasks: A Fertile Area for Research in Science Teaching.
Peer reviewed Peer reviewed
Capie, William; Tobin, Kenneth G. – Journal of Research in Science Teaching, 1981
This synthesis of research in academic engagement addresses studies in several academic areas. A general relationship of teacher performance and student engagement in learning tasks is noted. Cites studies indicating a relationship between degree of engagement and achievement and suggests numerous research questions for science education…
Descriptors: Academic Achievement, Attention Span, Elementary School Science, Elementary Secondary Education