The data for this study were collected under contract to the British Columbia Ministry of Education, Learning Assessment Branch. Acknowledgment and thanks are given to them for permitting the use of the data in this report.
Science achievement in semester and all-year courses†
Version of Record online: 18 AUG 2006
Copyright © 1990 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 27, Issue 3, pages 233–240, March 1990
How to Cite
Bateson, D. J. (1990), Science achievement in semester and all-year courses. J. Res. Sci. Teach., 27: 233–240. doi: 10.1002/tea.3660270306
- Issue online: 18 AUG 2006
- Version of Record online: 18 AUG 2006
- Manuscript Accepted: 23 JAN 1989
The study investigated the effects of full-credit semester and all-year timetables on science attitudes and science achievement of grade-10 students in British Columbia. All grade-10 students in British Columbia completed multiple matrix sampled assessment instruments in May of 1986. These instruments provided background information, affective scores, and cognitive scores which were used to compare the groups. It was found that, contrary to reported teacher perceptions of semester versus all-year courses, students in the all-year courses consistently outperformed both first- and second-semester students in the cognitive domains tested, and there were no significant differences in the affective domains. The finding that second-semester students out-performed the first-semester students casts doubt on the reported teacher perception that knowledge retention is of little concern under a semester system.