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Peer reviewedArlin, Marshall; Westbury, Ian – Journal of Research in Science Teaching, 1976
Two groups of high school junior chemistry students studied a science unit either at their own pace using programed instruction materials (treatment), or in a teacher-paced, lecture section (control). Test results showed that the treatment group performed significantly better. (MLH)
Descriptors: Chemistry, Educational Research, Instruction, Pacing
Peer reviewedMelton, Larry; Humphreys, Donald – Journal of Research in Science Teaching, 1980
Supports prediction of success in self-paced, individualized science classes by measuring student self-image by means of the Q-sort test. Alternative school students who had completed an acceptable number of minicourses by the end of the year scored higher on the Q-sort. (CS)
Descriptors: Educational Research, Individualized Instruction, Nontraditional Education, Pacing
Peer reviewedStrawitz, Barbara M. – Journal of Research in Science Teaching, 1989
Examined are the effects of testing on the achievement of students using self-instructional materials to learn science process skills. Results indicated that frequent quizzes did not differentially affect process skill acquisition. (Author/CW)
Descriptors: Academic Achievement, College Science, Higher Education, Individualized Instruction
Peer reviewedGabel, Dorothy; Herron, J. Dudley – Journal of Research in Science Teaching, 1977
One thousand twenty-two seventh grade students in country and city schools enrolled in Intermediate Science Curriculum Study (ISCS) programs were the subjects of this study. Differences in learning rates and retention levels were found to be related to pacing, mental ability, and grouping. (CP)
Descriptors: Attitudes, Educational Research, Elementary Secondary Education, Grouping (Instructional Purposes)
Peer reviewedEniaiyeju, Paul A. – Journal of Research in Science Teaching, 1983
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…
Descriptors: Chemistry, College Science, Concept Formation, Concept Teaching
Peer reviewedTuckman, Bruce W.; Waheed, Mohammed A. – Journal of Research in Science Teaching, 1981
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…
Descriptors: Academic Achievement, Chemistry, College Science, Conventional Instruction
Peer reviewedHerr, Norman Edward – Journal of Research in Science Teaching, 1992
Contrasts the traditional honors program and the Advanced Placement program of the College Entrance Examination Board using the self-reports of 155 high school science teachers experienced in both programs. Examines the perceived influences of each program format upon the use of basic teaching techniques, laboratory experiences, pacing of the…
Descriptors: Academic Freedom, Advanced Placement Programs, Comparative Analysis, Creative Thinking
