| Autor: |
Poelzer, G. Herold, Liang Zeng |
| Předmět: |
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| Zdroj: |
Journal of College Science Teaching; Sep/Oct2008, Vol. 38 Issue 1, p59-64, 6p |
| Abstrakt: |
This article discusses a quasi-experimental pilot study of nonscience majors taking a physical science course at a university in South Texas. The study applied attribution theory as a teaching intervention to improve test scores. The research finding that the treatment group outperformed the comparison group provides evidence of the positive effect of having students reflect on controllable reasons for their grades and on their subsequent planning of strategies to maintain or improve those grades. |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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