The Relative Effectiveness of a Closed-Circuit Television Team-Teaching Method in High School Biology Instruction. Final Report.

Autor/in	Poulos, Chris G.
Institution	Wausau Senior High School, WI.
Titel	The Relative Effectiveness of a Closed-Circuit Television Team-Teaching Method in High School Biology Instruction. Final Report.
Quelle	, (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Biology; Closed Circuit Television; Instruction; Secondary School Science; Team Teaching; Metropolitan Achievement Tests; Sequential Tests of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Biologie; Kabelfernsehen; Teaching process; Unterrichtsprozess; Teamteaching
Abstract	Studied was the achievement of ability-grouped students enrolled in sections of the biology course at Wausau Senior High School in the years 1963-64 and 1964-65. The biology students in the 1963-64 school year were taught by a team-teacher approach which included large-group presentations. During the second year, the students enrolled in biology were taught through the team approach except that televised teacher presentations were substituted for large-group presentations. Tests were administered pre- (STEP Test, Form 2B, Science and The Metropolitan Science Test), mid- (unit exams in botany, zoology, physiology, and genetics), and post- (investigator constructed exam and Cooperative Biology Test, Form X) experiment. Concluded were that (1) students instructed in large groups earned significantly higher scores on the botany unit test, the Cooperative Biology Test, and the Wausau Final Test than did the students receiving television presentations, (2) students instructed through television presentations earned significantly higher scores on the genetics-unit test than did students instructed in large groups, and (3) all mean differences for the biology achievement tests existed in the same direction for both high ability and average ability students. Student attitudes were favorable to both modes of instruction. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC