Record Details
An experiment in the teaching of biology to slow learners in high school
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | An experiment in the teaching of biology to slow learners in high school |
| Names |
Kellough, Richard D. (Richard Dean)
(creator) Fox, Fred W. (advisor) |
| Date Issued | 1967-04-21 (iso8601) |
| Note | Graduation date: 1967 |
| Abstract | The purpose of this study was to test in practice the perceptual field approach learning theory with students identified as slow learners. The essential aim was to achieve significant improvement in the self adjustment of the students while not inhibiting their learning of biology. The approaches and techniques of perceptual field learning theory were tested against those of conventional learning theory based upon the psychological theories of reinforcement and conditioning. Criteria for determining effectiveness were pupil growth in self and social adjustment and learning in biology. Two equated classes of students identified as slow learners were selected, and administered the California Test of Personality and the Nelson Biology Test both as pretests and posttests. Significance of difference between means of the control and experimental classes was determined using the t -test with a five per cent level. Learning in the control class was based upon reinforcement and conditioning. The class was teacher -centric and subject oriented. In the experimental class, learning was based upon perceptual field theory. The class was student -centric and perception oriented. Specific techniques used in the experimental class were: (1) concern for personal reference and freedom; (2) case studies in human relations problem situations; (3) discussions planned to reduce threat, distribute class leadership, increase group we- feeling, and to increase individual sense of belonging and personal worth; (IL) nondirective personal interviews to encourage and develop feelings of adequacy; (5) controlled teacher responses to develop an intrinsic force directing student behavior and learning; (6) subject- matter content decided upon by student interest, with no assigned reading and no objective tests; and, (7) self -evaluation procedures. There is no significant difference at the five per cent level between means of the experimental and control classes in either learning of biology or in self and social adjustment. Thus, the null hypotheses are accepted. The data indicate that a teacher using the approaches and techniques of perceptual field learning theory can exert influences on slow learners toward improvement in categories of self- adjustment, and a teacher using conventional methods can exert influences on slow learners toward improvement in categories of social adjustment. The data indicate also that students, identified as slow learners, in a class focusing on problems of apparent and expressed interests, biological or not, do learn as much biology as do students in a class focusing on traditional biology and being taught by conventional methods. Also indicated in this study is the possibility of a difference in the sensitivity of sexes to conventional and perceptual field approaches. All conclusions from this study are considered tentative and should be verified by further research. |
| Genre | Thesis/Dissertation |
| Topic | Biology -- Study and teaching |
| Identifier | http://hdl.handle.net/1957/47246 |
