Master of Natural Sciences (MNS)
The purpose of my research was to analyze the effect flexible grouping had on science retention scores. Education faces so many challenges today. The old way of teaching, traditional lecture is being challenged. For centuries, traditional lecture was the primary way of teaching and most colleges still use this teaching method. In this thesis traditional lecture and flexible grouping are compared. Through the use of pretests and posttests in my traditional and honors chemistry classes, I tested both strategies. Presentation of seven chapters were used for data collection and through the research, several things were discovered. In this study, honor students had more knowledge of subjects going into each subject than my traditional students. Data, collected for a year, showed no statistically significant differences between traditional lecture and flexible grouping. Through the normalized gain, it was discovered that flexible grouping did have a positive influence on student learning. The posttest scores on average were better for flexible grouping than traditional lecture.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Carter, Brian Joseph, "Does flexible grouping increase retention levels to improve test scores more than traditional lecture in the science classroom" (2013). LSU Master's Theses. 3845.