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The Resource A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course, by Robin Hurst March

A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course, by Robin Hurst March

Creator
Summary
This investigation compared student achievement and attitudes toward science from three different sequencing approaches used in teaching biology to nonscience students. The three sequencing approaches were the lecture course only, lecture/laboratory courses taken together, and laboratory with previously taken lecture approach. The purposes of this study were to determine if (1) a relationship exists between the Attitude Towards Science in School Assessment (ATSSA) scores (Germann, 1988) and biology achievement, (2) a difference exists among the ATSSA scores and sequencing, (3) a difference exists among the biology achievement scores and sequencing, and (4) the ATSSA is a reliable instrument of science attitude assessment for the undergraduate students in an introductory biology nonmajors laboratory and lecture courses at a research I institution during the fall semester 1996. Fifty-four students comprised the lecture only group, 90 students comprised the lecture and laboratory taken together approach, and 23 students comprised the laboratory only approach. Research questions addressed were (1) What are the differences in student biology achievement as a function of the three different methods of instruction? (2) What are the differences in student attitude towards science as a function of the three different methods of instruction? (3) What is the relationship between post-attitude (ATSSA) and biology achievement for each of the three methods of instruction? An analysis of variance utilized the mean posttest scores on the ATSSA and mean achievement scores as the dependent variables. The independent variables were the three different sequences of enrollment in introductory biology. At the.05 level of significance, it was found that no significant difference existed between the ATTS and laboratory/lecture sequence. At the.05 level of significance, it was found that no significant difference existed between achievement and laboratory/lecture sequence. A Pearson product moment correlation was used to see if a relationship existed between posttest ATSSA scores and achievement totals in each sequence. A significant relationship was noted between the ATSSA and achievement in each sequence that involved a laboratory component
Language
eng
Work
Publication
Extent
x, 78 leaves
Note
  • Typescript
  • Vita
Instance
Label
A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course
Title
A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course
Statement of responsibility
by Robin Hurst March
Title variation
Comparison of achievement and attitude
Creator
Subject
Language
eng
Summary
This investigation compared student achievement and attitudes toward science from three different sequencing approaches used in teaching biology to nonscience students. The three sequencing approaches were the lecture course only, lecture/laboratory courses taken together, and laboratory with previously taken lecture approach. The purposes of this study were to determine if (1) a relationship exists between the Attitude Towards Science in School Assessment (ATSSA) scores (Germann, 1988) and biology achievement, (2) a difference exists among the ATSSA scores and sequencing, (3) a difference exists among the biology achievement scores and sequencing, and (4) the ATSSA is a reliable instrument of science attitude assessment for the undergraduate students in an introductory biology nonmajors laboratory and lecture courses at a research I institution during the fall semester 1996. Fifty-four students comprised the lecture only group, 90 students comprised the lecture and laboratory taken together approach, and 23 students comprised the laboratory only approach. Research questions addressed were (1) What are the differences in student biology achievement as a function of the three different methods of instruction? (2) What are the differences in student attitude towards science as a function of the three different methods of instruction? (3) What is the relationship between post-attitude (ATSSA) and biology achievement for each of the three methods of instruction? An analysis of variance utilized the mean posttest scores on the ATSSA and mean achievement scores as the dependent variables. The independent variables were the three different sequences of enrollment in introductory biology. At the.05 level of significance, it was found that no significant difference existed between the ATTS and laboratory/lecture sequence. At the.05 level of significance, it was found that no significant difference existed between achievement and laboratory/lecture sequence. A Pearson product moment correlation was used to see if a relationship existed between posttest ATSSA scores and achievement totals in each sequence. A significant relationship was noted between the ATSSA and achievement in each sequence that involved a laboratory component
Additional physical form
Also available on the Internet.
Cataloging source
MUU
http://library.link/vocab/creatorDate
1963-
http://library.link/vocab/creatorName
Hurst March, Robin
Degree
Ph. D.
Dissertation year
1997.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri-Columbia
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Academic achievement
  • Students
  • Lecture method in teaching
  • Laboratories
  • Biology
Target audience
specialized
Label
A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course, by Robin Hurst March
Instantiates
Publication
Note
  • Typescript
  • Vita
Bibliography note
Includes bibliographical references (leaves 72-76)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
42247302
Dimensions
29 cm
Dimensions
unknown
Extent
x, 78 leaves
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Specific material designation
remote
Label
A comparison of students' achievement and attitude as a function of lecture/lab sequencing in a non-science majors introductory biology course, by Robin Hurst March
Publication
Note
  • Typescript
  • Vita
Bibliography note
Includes bibliographical references (leaves 72-76)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Control code
42247302
Dimensions
29 cm
Dimensions
unknown
Extent
x, 78 leaves
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Specific material designation
remote

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