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| Journal of Experimental… | 1 |
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| Smith, Lyle R. | 1 |
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Peer reviewedSmith, Lyle R. – Journal of Experimental Education, 1985
High school students of various ability levels were presented economics concepts lessons, varied according to their organization or structure. Test questions over concept ranged from simple recall of information to application of economics principles. Students scored generally higher when they were presented highly structured lessons. (LMO)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Cognitive Development, Cognitive Structures
