A study of selected teacher factors and learning outcomes in chemistry in secondary schools in South Australia Public Deposited

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  • This study was designed with two major aims. The first was toexamine certain characteristics of both Departmental and Non- Departmentalteachers who were teaching matriculation chemistry in SouthAustralian secondary schools during 1967. The numbers of teacherswho participated were: Departmental 40, and Non - Departmental 23.The second was to ascertain certain learning outcomes of matriculationchemistry students. The learning outcomes investigated were:critical thinking, understanding of science, and achievement in chemistry. The students were divided into four groups for comparison,viz. City Departmental, Country Departmental, Independent andRoman Catholic. There were approximately 200 students in each ofthe school groups.In order to secure the required information, the participatingN chemistry teachers were asked to complete a Questionnaire for ChemistryTeachers while the students were asked to complete a Questionnairefor Students. A measure of two of the learning outcomes wasobtained by administering the following tests:1. Watson - Glaser Critical Thinking Appraisal, Form Ym.2. Test on Understanding Science, Form W.The measure of achievement in chemistry was taken from the resultsof the public examination in leaving chemistry.The responses to the student questionnaire were not treated byany specific statistical test. However, the responses revealed thatnearly three quarters of the students desired a tertiary educationwhile only six percent expressed any intention of becoming scienceteachers. A little more than half the students were doing chemistrybecause they had an interest in it. The average age of the studentswas 16. 10 years.The conclusions from the teacher questionnaire as well as thetwo tests are that the following null hypotheses should be accepted:1. There is no difference in the teaching methods used byteachers in Departmental and Non - Departmental systems.2. There is no difference in the objectives of science teachingheld by the teachers in the two systems.3. There is no difference in the teacher factors of the teachersin the two systems. There is no difference in the critical thinking abilities ofthe graduates from the four school groups, viz. City Departmental,Country Departmental,Independent and Roman Catholic. .5. There is no difference in the understanding of science betweenthe graduates from the four school groups.The following null hypotheses should be rejected:6. There is no difference in the achievement in chemistrybetween the graduates from the four school groups.7. There is no correlation between critical thinking ability andunderstanding of science of the graduates from the fourschool groups.8. There is no correlation between the learning outcomes andthe achievement in the public examination in chemistry ofthe graduates from the four school groups.
  • This study was designed with two major aims. The first was toexamine certain characteristics of both Departmental and Non- Departmentalteachers who were teaching matriculation chemistry in SouthAustralian secondary schools during 1967. The numbers of teacherswho participated were: Departmental 40
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  • File scanned at 300 ppi using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 5.0 was used for pdf compression and textual OCR.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2014-03-12T16:45:34Z (GMT) No. of bitstreams: 1 BroadhurstNormanA1969.pdf: 1381228 bytes, checksum: 0d5bf2cf9dc8bd1a4680fa77a9342f7f (MD5)
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