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Document Description
Title
A
comparison
of
three
levels
of
diagnostic-prescriptive
remediation
of
student
misconceptions
relating
to
stoichiometric
calculations
Author
Cooke
,
Brendan
A.
Description
Thesis
(M.Ed.)
--
Memorial
University
of
Newfoundland
,
1986.
Education
Date
1985
Pagination
ix, 254 leaves.
Subject
Chemistry
,
Physical
and
theoretical--Study
and
teaching
(Secondary);
Stoichiometry
Degree
M.Ed.
Degree Grantor
Memorial University of Newfoundland. Faculty of Education
Discipline
Education
Language
Eng
Notes
Bibliography:
leaves
101-105.
Abstract
The
purpose
of this
study
was to
compare
three
levels
of
diagnostic-prescriptive
treatment
for the
remediation
of
students'
misconceptions
relating
to a
hierarchy
for
stoichiometric
calculations.
This
hierarchy
was
validated
by a
previous
research
(Whelan
,
1982).
--
The
sample
consisted
of
220
subjects
drawn
from
13
intact
Level
II
chemistry
classes
in
five
Newfoundland
high
schools.
Following
regular
classroom
instruction
in
stoichiometry
, a
diagnostic
test
was
administered.
Three
treatment
groups
were
formed
in
each
class
by
stratified
random
assignment
based
on
ranked
scores
from this
test.
Each
student
was
remediated
on
skills
which
he/she
had
failed
on the
pretest.
Remediation
was
through
an
individualized
student
booklet
, a
difference
version
of
which
was
administered
to
each
group.
One
level
of
remediation
(treatment
A)
consisted
of
instructional
content
sequenced
in the
order
that
skills
in the
hierarchy
appeared
on the
pretest
(non-hierarchical
arrangement).
A
second
level
of
remediation
(treatment
B)
involved
an
instructional
booklet
in
which
direct
reference
to the
learning
hierarchy
was
made
throughout
, and
instructional
content
was
sequenced
in the
order
of
skills
in the
hierarchy.
The
third
level
of
remediation
(treatment
C)
consisted
of the
hierarchical
arrangement
of
treatment
B
, with an
additional
feature
-
the
identification
of
specific
student
misconceptions
as
part
of the
remediation.
A
posttest
,
parallel
in
construction
and
content
to the
first
, was
administered
1-3
days
after
the
remedial
session.
-
Two
null
hypotheses
were
tested.
Hypotheses
1
relates
to
hierarchical
versus
non-hierarchical
arrangement
of
remedial
content
, in
effect
comparing
treatments
A and
B
with
regard
to
achievement
gains
following
remediation.
Hypothesis
2
relates
to
remediation
employing
the
identification
of
specific
student
misconceptions
, in
effect
comparing
treatments
B
and
C.
Analysis
of
covariance
revealed
that there was
no
significant
difference
in
achievement
gains
among
the
three
treatment
groups
(p.5).
However
,
post
hoc
analysis
yielded
a
group
of
non-remediated
students
whose
achievement
gains
were
significantly
less
than those of the
treatment
groups.
-
Patterns
of
responses
on the
pretest
and
posttest
were also
analyzed
and
reported
with
regard
to
misconceptions
and
overall
improvement
on
specific
skills.
Again
no
significant
differences
in
treatment
groups
were
found
, but
group
C
consistently
showed
the
greatest
gains
in the
analyses
based
on
treatment.
Type
Text
Resource Type
Electronic
thesis
or
dissertation
Format
Image/jpeg;
Application/pdf
Source
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier
75380834
Rights
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Collection
Electronic
Theses
and
Dissertations
Scanning Status
Completed
PDF File
(33.22
MB)
--
http://collections.mun.ca/PDFs/theses/Cooke_BrendanA.pdf
CONTENTdm file name
322049.cpd
