An Analysis of Inquiry Performance of High School Biology Students Including the Relationship of Inquiry Performance to Instructional Techniques and to Student Achievement and Academic Ability.

Autor/in	Cheong, Siew-Yoong
Titel	An Analysis of Inquiry Performance of High School Biology Students Including the Relationship of Inquiry Performance to Instructional Techniques and to Student Achievement and Academic Ability.
Quelle	(1971), (296 Seiten)Verfügbarkeit Ph.D. Dissertation, The University of Texas at Austin...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Achievement; Biology; Doctoral Dissertations; Educational Research; Inquiry; Instruction; Learning Processes; Programed Instruction; Science Education; Secondary School Science + Suchen Sie Ihr Suchwort? Performance; Leistung; Biologie; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; Teaching process; Unterrichtsprozess; Learning process; Lernprozess; Naturwissenschaftliche Bildung
Abstract	This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The Solomon three-group design was used in the study involving groups A, B, and C. The Cooperative School and College Ability Test: Series II, Form 2A (SCAT) was administered to these groups. Pretests, given to A and B groups only, included the Test of Inquiry Processes (TIP), the Content Achievement Test (CAT), and the Processes of Science Test (BSCS). Subjects in A and C worked through the self-instructional program. Group B had a control treatment of unrelated materials. All subjects in A, B, and C had the TIP as a posttest. Data from group D were used in determining relationships between variables identified for the study. Coefficients of correlation between task performances were found to be significant beyond the .01 level. Fisher's test analysis gave evidence suggesting interaction effect due to pretesting. Analysis of covariance data supported the idea that the self-instructional program on inquiry process criteria rules did induce a set to learn and improved student ability to carry out inquiry tasks. (Author/EB)
Anmerkungen	University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-19,568, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01