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INDIVIDUALIZED INSTRUCTION FOR JUNIO...

CHIANG, SHING-HO.

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INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN./
作者:	CHIANG, SHING-HO.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1986,
面頁冊數:	175 p.
附註:	Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2980.
Contained By:	Dissertation Abstracts International47-08A.
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8628563

INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN.
CHIANG, SHING-HO.

INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN. - Ann Arbor : ProQuest Dissertations & Theses, 1986 - 175 p.

Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2980.

Thesis (Educat.D.)--Indiana University, 1986.

The purpose of this study was to determine the effects on physics achievement and the growth of scientific ability of the eighth graders taught physics using an individualized instruction (II) format as opposed to those taught physics using conventional instruction (CI). This study was conducted in southern Taiwan in three phases. During phase I, a theoretical framework was developed, the model of Individualized Instruction (II) was constructed, and the II teaching/ activity materials were designed and produced. During phase II, a semester (21 weeks) of experimentation in the secondary school was conducted. Two secondary schools representing different geograph- ical locations in southern Taiwan and one hundred and sixty four eighth graders were randomly selected to serve as subjects of the study. A pretest-posttest equalized experimental design was used. Various tests were administered during the study to collect neces- sary data. They include an IQ test, a reasoning ability test, a physics aptitude test, a midterm and final achievement test, and a follow- up (i.e., the growth of scientific ability) test. During phase III, the ANCOVA statistical analyses using students' reasoning ability and.Subjects--Topical Terms:

521340
Science education.

INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN.
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100 1 $a CHIANG, SHING-HO. $3 3341483
245 1 0 $a INDIVIDUALIZED INSTRUCTION FOR JUNIOR HIGH SCHOOL PHYSICS IN SOUTHERN TAIWAN.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1986
300 $a 175 p.
500 $a Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2980.
502 $a Thesis (Educat.D.)--Indiana University, 1986.
520 $a The purpose of this study was to determine the effects on physics achievement and the growth of scientific ability of the eighth graders taught physics using an individualized instruction (II) format as opposed to those taught physics using conventional instruction (CI). This study was conducted in southern Taiwan in three phases. During phase I, a theoretical framework was developed, the model of Individualized Instruction (II) was constructed, and the II teaching/ activity materials were designed and produced. During phase II, a semester (21 weeks) of experimentation in the secondary school was conducted. Two secondary schools representing different geograph- ical locations in southern Taiwan and one hundred and sixty four eighth graders were randomly selected to serve as subjects of the study. A pretest-posttest equalized experimental design was used. Various tests were administered during the study to collect neces- sary data. They include an IQ test, a reasoning ability test, a physics aptitude test, a midterm and final achievement test, and a follow- up (i.e., the growth of scientific ability) test. During phase III, the ANCOVA statistical analyses using students' reasoning ability and.
520 $a physics aptitude as covariates were processed at Indiana University. A summary of the data analysis findings is presented as Table 1. (UNFORMATTED TABLE FOLLOWS).
520 $a Table 1 A Summarized Results of Test Hypotheses.
520 $a Experimental Gp. vs. Control Gp.
520 $a All the Slow Average Fast.
520 $a Measured Variables Subjects Learner Learner Learner.
520 $a Midterm Achievement >*** >*** >*** >.
520 $a Final Achievement >* > > >*.
520 $a Follow-up (total) Achievement >*** > >* >.
520 $a (TABLE ENDS).
520 $a Where: (1) Significance: * p < 0.05, ** p < 0.01, *** p represents the means of the measured scores of the experimental group greater than those of the control group.
520 $a The data on Table 1 permits the following conclusions: (1) The II group was significantly superior to the CI group on the midterm and final achievement measures and in the growth of scientific ability. (2) Among the slow learners, the II group was significantly superior to the CI group on the midterm achievement measures. (3) Among the average learners, the II group was significantly superior to the CI group on the midterm achievement measures and the growth of scientific ability. (4) Among the fast learners, the II group was significantly superior to the CI group on the final achievement measures.
590 $a School code: 0093.
650 4 $a Science education. $3 521340
690 $a 0714
710 2 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 47-08A.
790 $a 0093
791 $a Educat.D.
792 $a 1986
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8628563