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Burkman, Ernest

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Effects of Academic Ability, Time Allowed for Study, and Teacher Directedness on Achievement in a High School Science Course (ISIS).

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