Premium
Effects of diagnostic/remedial instruction on science learning: A meta analysis
Author(s) -
Yeany Russell H.,
Miller P. Ann
Publication year - 1983
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.3660200103
Subject(s) - remedial education , statistic , medical prescription , mathematics education , meta analysis , psychology , set (abstract data type) , academic achievement , empirical research , control (management) , science education , medical diagnosis , statistics , medicine , computer science , mathematics , artificial intelligence , pathology , pharmacology , programming language
The effects of diagnostic prescriptive instruction on learning has been the focus of many studies. The purpose of this article is to review and analyze the results of experimental studies based on diagnostic prescriptive instruction as it effects science achievement. Meta‐analysis techniques were used to condense and synthesize the results of a multiple set of empirical studies into an interpretable form. The statistic calculated is referred to as “effect size.” This value is based upon the group means and standard deviations established from reported data of each individual study. An ERIC search identified a body of studies which examined a total of 30 dependent variables. Subjects used in the combined studies numbered over 500 college, high school, and middle school students. From this information an effect size was calculated on each dependent variable. Data were organized by categorizing all treatments into one of three types: (1) control, no diagnosis and no prescription: (2) Treatment I, diagnosis and no prescription: or (3) Treatment II, diagnosis and prescription or remediation. A mean effect size was then calculated for each treatment type. The results indicated that diagnostic prescriptive instruction significantly and positively influences science achievement. But there is no clear indication from the body of research that the use of prescription or remediation in addition to diagnosis brings about a significant additional increase in achievement.