Broad categorizing and achievement in biology

dc.contributor.author	Prime, Glenda M.
dc.date.accessioned	2024-01-11T16:55:08Z
dc.date.available	2024-01-11T16:55:08Z
dc.date.issued	1991
dc.description.abstract	This study employed a correlational design to investigate the relationship between category width and biology achievement for some forth form biology students, and a quasi-experimental design to investigate the modifiability of this cognitive style for the same students. The treatment was a researcher-designed unit of instruction in broad categorizing, and the sample comprised two intact forth form biology classes at St. George’s College, Trinidad. The findings failed to support the notion of a correlation between category width and biology achievement for the males. However, when the effect of IQ was partialled out, a significant correlation between the two variable was observed for females in the sample. The treatment was effective in increasing the category width post-test scores for the experimental group. When the group was divided by gender, the treatment effect for girls was significant. No significant treatment effect was detected for boys.
dc.identifier.other	CERIS - 670:15
dc.identifier.uri	https://hdl.handle.net/2139/56379
dc.language.iso	en_US
dc.publisher	Faculty of Education, UWI
dc.relation.ispartofseries	Ocassional Papers
dc.subject	biology
dc.title	Broad categorizing and achievement in biology
dc.type	Other

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