The effects of matching instructional strategy with selected student characteristics on ninth grade physical science students' attitudes and achievement

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Abstract

The study investigated the benefits of a matching model of instruction for students enrolled in ninth grade physical science classes in one high school in a small, urban school district. Based on social learning theory, three independent variables were identified for purposes of matching: need level, cognitive style, and locus of control; attitude and achievement outcomes served as the dependent variables. Results of separate analyses of covariance revealed that attitude toward science in general improved with matching, but achievement, attitude toward physical science, attitude toward instruction, and attitude toward the teacher did not improve. Recommendations for subsequent “matching” experiments are discussed in light of the findings in this investigation.

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