The Effects of a Diagnostic-Prescriptive Teaching Strategy on Student Achievement and Attitude in Biology.

Long, Joe C.; And Others

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Peer reviewed

ERIC Number: EJ255500

Record Type: Journal

Publication Date: 1981-Nov

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

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The Effects of a Diagnostic-Prescriptive Teaching Strategy on Student Achievement and Attitude in Biology.

Long, Joe C.; And Others

Journal of Research in Science Teaching, v18 n6 p515-23 Nov 1981

Measured the effects of three variations in the use of diagnostic-prescriptive (DP) teaching on the cognitive and affective biology achievement of high school students (N=93). Variations included: (1) no DP assistance; (2) teacher-managed DP; and (3) student-managed DP. Results favor DP approaches. (Author/JN)

Descriptors: Academic Achievement, Aptitude Treatment Interaction, Biology, Diagnostic Teaching, High School Students, Locus of Control, Science Course Improvement Projects, Science Education, Science Instruction, Secondary Education, Secondary School Science, Student Attitudes, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A