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Generalizability of Diagnostic-Prescriptive Teaching Strategies Across Student Locus of Control and Multiple Instruction Units.
Peer reviewed Peer reviewed
Benson, 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
The Effects of Diagnostic/Remedial Instruction on Science Learning: A Meta-Analysis.
Yeany, Russell H.; Miller, P. Ann – 1980
Experimental studies based on diagnostic prescriptive instruction, as it affects science achievement of college, high school, and middle school students, were analyzed statistically by the procedure of meta-analysis to determine the effectiveness of this instructional treatment. "Effect size" was calculated on each of 30 dependent…
Descriptors: Academic Achievement, Diagnostic Teaching, Educational Research, Higher Education
Effects of Diagnostic/Remedial Instruction on Science Learning: A Meta Analysis.
Peer reviewed Peer reviewed
Yeany, Russell H.; Miller, P. Ann – Journal of Research in Science Teaching, 1983
Reviews and analyzes results of experimental studies based on diagnostic prescriptive instruction as it affects science achievement. Results indicate such instruction significantly and positively influences science achievement, but that there is no clear indication that use of prescription/remediation in addition to diagnosis brings about…
Descriptors: Academic Achievement, Diagnostic Teaching, Elementary School Science, Elementary Secondary Education
Generalizability of Diagnostic-Prescriptive Teaching Strategies across Student Locus of Control and Multiple Instructional Units.
Benson, Jean S.; Yeany, Russell H. – 1980
Reported is a study that explores the effect on student achievement of diagnostic-prescriptive instructional strategies on preservice elementary education majors (N=43) enrolled in an introductory biology course. Factors of pre-treatment achievement and locus of control were analyzed as well. Units on Mendelian genetics, modern genetics, and…
Descriptors: Biology, College Science, Diagnostic Teaching, Educational Research
The Effects of Diagnosis, Remediation and Locus of Control on Achievement, Retention, and Attitudes of Middle School Science Students.
Saunders, Ramona L.; Yeany, Russell H. – 1979
Reported is a study designed to determine the effects of diagnostic testing followed by prescribed remediation on the immediate and retained science achievement of middle school students, and to determine if effects of treatment were consistent across students' race and locus of control (LOC) levels. Three intact seventh-grade science classes were…
Descriptors: Achievement, Attitudes, Cognitive Processes, Cognitive Style
Diagnosis, Remediation, and Locus of Control: Effects on Immediate and Retained Achievement and Attitudes.
Peer reviewed Peer reviewed
Saunders-Harris, Ramona; Yeany, Russell H. – Journal of Experimental Education, 1981
Subjects were assessed for locus of control and experienced either: no diagnosis; diagnosis; or, diagnosis and remediation. Immediate achievement was measured twice during the experiment; retention was measured 30 days later. Findings suggest that diagnostic or diagnostic/remedial instruction is effective in increasing middle school science…
Descriptors: Academic Achievement, Black Students, Control Groups, Diagnostic Teaching