A comparative study of the Keller plan versus traditional methods of instruction in the teaching of elementary organic chemistry, 1982
Combs, Leroy
1982-07-01
1980-1989
During the academic year 1978-79, an investigation was conducted in order to compare the academic achievement of students in elementary organic chemistry by using two teaching methods, a modified Keller Plan and the traditional instruction method. The population of the study consisted of a control group of twenty students at Morris Brown College and an experimental group of eighteen students at Fort Valley State College. Base line data was established for the two groups by use of questionnaires and the Toledo Placement Test. The experimental design for the study was a matched group model. Six null hypotheses were formulated and tested. The statistical methods employed included F Test, T-Ratio, and the method of covariance. The following tests were administered: the ACS Elementary Organic Chemistry Test; a Test of Higher Cognitive Skills in Chemistry; and a Laboratory Comprehensive Examination. Analysis of reading materials was done by experts in reading. Two hypotheses were retained; one pertained to unsuitable reading levels of elementary organic chemistry literature and the other pertained to cognitive levels of groups and individuals. Four hypotheses were rejected. These hypotheses dealt with: (a) comparison of teaching methodologies; (b) the relationship of cognitive levels and final letter grades; (c) comparative laboratory achievement; and (d) achievement on the ACS Elementary Organic Chemistry Examination. This study was able to show gains by the experimental group which could be attributed to the particular teaching methodology employed of a modified Keller Plan.
text
application/pdf
dissertation
Doctor of Philosophy (PhD)
Atlanta University
Department of Chemistry
Clark Atlanta University
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:1982_combs_leroy
http://rightsstatements.org/vocab/InC-EDU/1.0/
