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Efficacy of Analogy Based Instructio...

Gdovin, Ralph A.

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Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race./
Author:	Gdovin, Ralph A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Educational sociology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10274554
ISBN:	9781369775921

Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race.
Gdovin, Ralph A.

Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 146 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2017.

This study examined the effect of using analogy based instruction on students' achievement in college biology using pre-test/post-test design. Analysis included comparison of pre-test/post-test scores as they relate to gender and race. The analysis of race was directed on Latino, African American and Caucasian students. Student pre-test and post-test scores from the years 2012 to 2016 from a one day prep program titled "JumpStart --Biology I" were analyzed to study the effect of using analogy based instruction on students' achievement in college biology.

ISBN: 9781369775921Subjects--Topical Terms:

519608
Educational sociology.

Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race.
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100 1 $a Gdovin, Ralph A. $3 3288750
245 1 0 $a Efficacy of Analogy Based Instruction on Student Achievement in College Biology: Focusing on Gender and Race.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Theodorea R. Berry.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2017.
520 $a This study examined the effect of using analogy based instruction on students' achievement in college biology using pre-test/post-test design. Analysis included comparison of pre-test/post-test scores as they relate to gender and race. The analysis of race was directed on Latino, African American and Caucasian students. Student pre-test and post-test scores from the years 2012 to 2016 from a one day prep program titled "JumpStart --Biology I" were analyzed to study the effect of using analogy based instruction on students' achievement in college biology.
520 $a The focus was on the function of an extended analogies ability to affect the achievement of JumpStart participants (Biology I students), specifically through the standpoint of lecture with no analogy, lecture with extended analogy, on improving students' achievement in biology. Data collection for student achievement was conducted using a predesigned test. The test assessed students' understanding of: cell structures and functions, transcription and translation, meiosis and mitosis, cellular respiration and genetics. Data analysis of a comparison of means and the mean percent change in pre-test and post-test scores was conducted using a t-test; alpha = .05.
520 $a The data analyzed in this study yielded many findings and was crucial in answering the research questions. The analogy based instruction modules had a greater influence on student achievement than the traditional based instruction modules. When related to gender the analogy based instruction had a significant influence on student scores, both males and females' achievement improved. When related to race the analogy based instruction had a noteworthy influence on student scores.
590 $a School code: 1283.
650 4 $a Educational sociology. $3 519608
690 $a 0340
710 2 $a The University of Texas at San Antonio. $b Interdisciplinary Learning and Teaching. $3 2049801
773 0 $t Dissertation Abstracts International $g 78-10A(E).
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791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10274554