A Teaching Intervention to Increase Achievement of Hispanic Nonscience Majors Taking Physical Science Courses

Authors

G. Herold Poelzer, The University of Texas Rio Grande Valley
Liang Zeng, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

9-2008

Abstract

This quasi-experimental pilot study of nonscience majors taking a physical science course at a university in South Texas was conducted on Hispanic undergraduate students, and is theory based--an application of attribution theory. 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. (Contains 1 table and 2 figures.)

Comments

Original published version available at https://www.jstor.org/stable/42993238

Recommended Citation

Poelzer, G. H., & Zeng, L. (2008). A Teaching Intervention to Increase Achievement of Hispanic Nonscience Majors Taking Physical Science Courses. Journal of College Science Teaching, 38(1), 59–64.

Publication Title

Journal of College Science Teaching