Premium
The effects of a diagnostic‐prescriptive teaching strategy on student achievement and attitude in biology
Author(s) -
Long Joe C.,
Okey James R.,
Yeany Russell H.
Publication year - 1981
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660180606
Subject(s) - aptitude , mathematics education , psychology , perception , academic achievement , cognition , student achievement , control (management) , locus of control , medical education , developmental psychology , medicine , computer science , neuroscience , artificial intelligence
The purpose of this study was to measure the effects of three variations in the use of diagnostic‐prescriptive teaching on the cognitive and affective biology achievement of high school students. These variations included (a) no diagnostic‐prescriptive assistance, a control group, (b) teacher‐managed diagnosis and prescription, and (c) student‐managed diagnosis and prescription. Specific questions addressed in this study included: 1. What are the effects of differing types of diagnostic‐prescriptive learning assistance on the biology achievement of students? 2. What are the effects of aptitude on the biology achievement of students? 3. What are the effects of locus of control perception on the biology achievement of students? 4. What are the effects of differing types of diagnostic‐prescriptive learning assistance on the attitudes of high school biology students toward subject matter and instruction?