| Summary: | Thesis (M. Ed.)--Memorial University of Newfoundland, 1979. Education Bibliography: leaves 74-77. -- QEII has photocopy. Based on three processes of science, controlling variables, interpreting data and quantifying, two 20 item science process achievement tests were constructed. After establishing the reliability and validity of these tests they were used to investigate the influence of variations in teacher control and treatment sequence upon the process achievement of grade six students engaged in process oriented science activities involving the three processes above. -- Two experimental treatments referred to as high and low control, distinguished by differences in the level of teacher control, were defined in terms of a series of teacher behaviors. A repeated measures design was employed with ten grade six classes being exposed to nine weeks of each treatment. Four teachers, replacing the regular teachers, were trained to distinguish treatments and were randomly assigned to classes. Monitoring of the treatments was carried out by videotaping each class on three occasions, coding pupil and teacher behavior each time. -- An achievement post test was administered after each nine week round and analysed by round and also by treatment sequence using a generalised multiple regression procedure. After ability was accounted for a number of independent variables such as dependency, submissive dominance, sex, SES, extraversion, neuroticism, self concept and responsibility for success were investigated for possible interactions with the variations in teacher 'control. -- No significant treatment effects were found in either analysis although a significant treatment-attitude interaction was found in the analysis by round while a significant treatment-teacher interaction was found in the analysis by treatment sequence. No other significant interactions were found.
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