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The effects of student-led and teach...

Hopkins, Melody Denise.

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The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students./
Author:	Hopkins, Melody Denise.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3608841
ISBN:	9781303672941

The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students.
Hopkins, Melody Denise.

The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students. - 201 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--University of South Alabama, 2013.

This item must not be sold to any third party vendors.

The purpose of this research study was to explore what effects student-led and teacher-led advance organizer's instruction had on students' achievement and motivation in a high school biology class. The study used three advance organizers - Venn diagrams, concept maps, and KWL charts.

ISBN: 9781303672941Subjects--Topical Terms:

3172279
Instructional design.

The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students.
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020 $a 9781303672941
035 $a (MiAaPQ)AAI3608841
035 $a AAI3608841
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100 1 $a Hopkins, Melody Denise. $3 3176960
245 1 4 $a The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Brenda C. Litchfield.
502 $a Thesis (Ph.D.)--University of South Alabama, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this research study was to explore what effects student-led and teacher-led advance organizer's instruction had on students' achievement and motivation in a high school biology class. The study used three advance organizers - Venn diagrams, concept maps, and KWL charts.
520 $a There was a total of 83 students who participated in this study, and were enrolled in four sections of high school biology. The students were divided into two groups using systematic matching and received different advance organizer's instruction. Two groups received student-led instruction using cooperative learning, whereas, the other two groups received teacher-led instruction. Each group received a pretest, Advance Organizer Motivation Survey, weekly advance organizer-based lessons and weekly advance organizer evaluations for six weeks, posttest, and Advance Organizer Motivation Survey.
520 $a Pretest and posttest scores on the biology exam, weekly objective quizzes, and presurvey and postsurvey scores on the Advance Organizer Motivation Survey were collected. Statistical analyses found no overall statistically significant difference in achievement between groups. When looking at achievement results for redundant organizers it was found that the student-led group had a higher mean than the teacher-led group when working with concept maps. Furthermore, there was a statistically significant difference in students' motivation to learn and motivation to participate in student-led activities between groups. The student-led group reported higher motivation than the teacher-led group. In regard to motivation and kinds of advance organizers, Venn diagrams and concept maps showed a statistically significant difference between groups, with the student-led group possessing more motivated with those two kinds of advance organizers than the teacher-led group.
520 $a Qualitative data were also collected through weekly advance organizer evaluations, Advance Organizer Motivation Survey, and focus groups. These data revealed that the student-led group was more motivated to participate in the activity than the teacher-led group and that the student-led group preferred using Venn diagrams while the teacher-led group preferred using KWL charts.
590 $a School code: 0491.
650 4 $a Instructional design. $3 3172279
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
690 $a 0447
690 $a 0714
690 $a 0533
710 2 $a University of South Alabama. $b College of Education. $3 3174957
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 0491
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3608841