Science achievement was found to be significantly related to teacher variables and pupil engagement when teacher waiting time (TWT) and question quality were manipulated. Pupil attending and generalizing were enhanced by a mean TWT of 3 seconds when questions were relevant, clear, and at varied cognitive levels. (Author/CM)

Students from thirteen middle school science classes participated in this study to determine their formal reasoning ability and locus of control. Students were observed through a sequence of lessons for their classroom behavior. Results indicated that achievement was related to high formal reasoning ability, attention to instruction, and internal…

This study investigated student variables likely to influence process skill learning. Specifically, relationships were explored concerning the following variables: (1) student engagement and science process achievement, (2) formal reasoning ability and student engagement, (3) formal reasoning ability and science process achievement, (4) student…

Described is a study which represents an attempt to investigate the construct validity and internal consistency of a Test of Logical Thinking, the reliability of the IAR scale, and the relationship between formal reasoning ability and locus of control. (Author/SA)

Among the teaching variables likely to influence pupil engagement rates are classroom management strategies and instructional behaviors used during presentation of the lesson. Thirteen junior high school science classes were observed to determine how variation in classroom management techniques related to variation in pupil engagement rates, and…

Six variables have a significant effect on student engagement rates in middle school science activities: (1) teacher wait-time; (2) quality of teacher questioning; (3) cognitive level of teacher behavior; (4) classroom management; (5) student formal reasoning ability; and (6) student locus of control. Data suggest the importance of formal…

Twelve pupils from each of 13 middle school science classes participated in this study. Findings, among others, indicate that two of nine engagement measures (attending and generalizing), together with formal reasoning ability, were related to process skill, achievement, and retention. (JN)