|Abstract or Summary
- This study was designed to evaluate the relative effectiveness
of a new college general biology course which utilized an audio -
tutorial laboratory as contrasted with a traditional lecture course.
Five biology classes with 720 students at the Kansas State
Teachers College in Emporia, Kansas, participated in the study.
The five classes were composed of two traditional biology classes
and three audio -tutorial classes. Seventy students, 35 male and 35
female, were selected from each of the two biology groups.
The design of the study was a 2 X 2 factorial type. The factors
were the two biology courses, audio -tutorial and traditional, and the
two sexes. The data were treated by analysis of variance.
Criterion tests used in a posttest situation were the Test on
Understanding Science, Form W, an Attitude Scale, and an investigator
prepared General Biology Test. The latter test was designed
to measure student comprehension of biology on the basis of ability
to recall information, ability to show relationships between bodies
of knowledge, ability to apply knowledge in new situations, and ability
to use skills involved in understanding of scientific problems.
Total test scores for the three criterion tests and subtest scores
for the Test on Understanding Science, Form W, and the General
Biology Test were compared.
The data presented in this study indicated that the audio -tutorial
course was as effective as the traditional course with which it was
compared. In general, students in the audio -tutorial classes attained
higher scores on the criterion tests than did students in the traditional
classes. However, none of the differences were significant.
Results of the analyses indicated that there was a difference
between the sexes in ability to show relationships between bodies of
knowledge, for the male students in both biology courses scored significantly
higher on that level of understanding of biology.
The criterion tests and the various subtests seemed to measure
distinctly different understandings about science, levels of comprehension
of biology, and attitude toward science; however, there was
a strong positive correlation between attitude toward science and
ability to apply knowledge to new situations.