Interactive Effects of Source of Direction, Allocated Time, Reading Ability, and Study Orientation on Achievement in High School Science.

Tate, Richard; Burkman, Ernest

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Peer reviewed

ERIC Number: EJ283173

Record Type: Journal

Publication Date: 1983-Jul

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Interactive Effects of Source of Direction, Allocated Time, Reading Ability, and Study Orientation on Achievement in High School Science.

Tate, Richard; Burkman, Ernest

Science Education, v67 n4 p509-22 Jul 1983

Examined interactive effects of direction source (teacher, student, or group direction), allocated time, reading ability, and study orientation on student achievement (N=1108) on three Individualized Science Instructional System (ISIS) minicourses. Results (among others) indicate superiority of student-directed approach over teacher/group-directed approach. (JN)

Descriptors: Academic Achievement, High Schools, Individualized Instruction, Reading Ability, Science Course Improvement Projects, Science Education, Science Instruction, Secondary School Science, Study, Teaching Methods, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

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Language: English

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