A study of chemistry 11 with special reference to the effects of the semester system and sex difference upon achievement
| dc.contributor.author | Greenwood, Lavinia M. | en_US |
| dc.date.accessioned | 2024-08-13T22:56:27Z | |
| dc.date.available | 2024-08-13T22:56:27Z | |
| dc.date.copyright | 1979 | en_US |
| dc.date.issued | 1979 | |
| dc.degree.department | Faculty of Education | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | A study of the Chemistry 11 course was undertaken with special reference to the effect of the semester system upon success in examinations. Three tests, entitled Forms A, Band C, were prepared on the Chemistry 11 course, and distributed throughout the province in 1972 and 1973. In all, 12,3 44 students were tested and graded by the Department of Education. A sample of 2700 test papers was analyzed, using analysis o f variance on the mean scores of students who had been enrolled in either the regular ten-month programmes or one of two different semester programmes. No significant difference was found between the three programmes using forms Band C. However, a significant difference between programmes was found for Form A, indicating that the mean scores of students from the first semester programmes in the 1972-7 3 school year were significantly lower than from the other two programmes. The samples were also subdivided by sex, and a highly significant difference was found between boys and girls in their mean scores achieved in all three forms of the test. Boys scored higher than girls in all three replications. Further study suggested that both these differences were related in part to the number of items in the test requiring mathematical manipulations. Boys and girls appeared to differ in their achievement on the test depending upon the way in which their chemistry and mathematics courses had been scheduled. Under some conditions girls scored higher than boys. It was concluded that the semester system should be evaluated for its learning effectiveness as compared with the effectiveness of other systems. It was noted that when course schedules are prepared and course selections made, insufficient attention seems to be paid to the value of planning student's courses in a logical order of prerequisites and co-requisites. Differences in the needs of the individual sexes should be studied. | en_US |
| dc.format.extent | 119 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/17969 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | A study of chemistry 11 with special reference to the effects of the semester system and sex difference upon achievement | en_US |
| dc.type | Thesis | en_US |
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