Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…

Determined whether small groups would stimulate creativity more than individualized learning environments for fifth- and sixth-grade students (N=111). Results indicated that small groups were more creative with electrical circuits and that this grouping format should be used in elementary classes. (Author/DH)

Relationships between levels of classroom individualization (personalization, participation, independence, investigation, and differentiation) and seven science-related attitudes of junior high school students (N=712) were examined. The study also provided support for the reliability and validity of the two instruments used and for their general…

Tests and rejects the hypothesis that mixed-ability grouping enhances pupils' science achievement. Significant differences were found when 11 and 12 year olds (N=160) were compared. Mixed-ability groups using individualized methods performed at a lower level than did homogeneous ability groups. Also reports findings regarding teacher and student…

Effects on students' (N=44) achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth-grade physical science classes. Results indicate that cooperative learning experiences promoted mastery and retention of material being taught as well as moreover positive attitudes toward the experience than…

In this study, worksheets were adapted from an Elementary Science Study unit, "Batteries and Bulbs," to develop an individualized set of instructional materials on electricity. Research questions were asked regarding relationships of teaching technique (individualized v conventional) to achievement and attitudes, gender, and interactions…

Compared effectiveness of teacher-demonstration and self-paced modes of teaching concepts and problem-solving skills in college chemistry. Results showed the self-paced mode significantly more effective for teaching concepts and problem-solving skills. Results of an attitude test also showed that most students (N=60) preferred the self-paced…

Investigated whether a self-paced, individualized instruction course in chemistry and physics would result in: (1) greater level of achievement of academically underprepared students (N=80); (2) more satisfaction with instruction; and (3) more positive attitudes when compared with conventional instruction. Results indicate individualized treatment…

Examined effects of teaching method (self-directed, group-directed, teacher-directed), academic ability, student assessment of treatment, and allowed time on achievement in three Individualized Science Instructional System (ISIS) biology minicourses. Results, among others, indicated that individualized instruction favored high-ability students and…