Effects of modularized science instruction on student achievement and attitudes in inner city junior high schools

This study was designed to investigate the effects of the presentation of eighth grade science material in modular form. The factors investigated were the effect of modularized instruction on (1) students' attitudes toward school, science class, scientists, and science, (2) student achievement of subject matter mastery in eighth grade science, and (3) the retention of the subject matter. The basis for comparison was a control group taught by the teachers' usual methods. The various experiences of the students, other than instructional mode, were held as constant as was feasible. This included the use of common behavioral objectives, laboratory activities, use of audiovisual materials, field experiences, and other potential or probable sources of variability. In short, the only difference between the experimental treatment and the treatment of the control group was assumed to be the use of modules for the experimental group and nonmodularized instruction for the control group. [...]