A Teaching Intervention to Increase Achievement of Hispanic Nonscience Majors Taking Physical Science Courses
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.)
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.
Journal of College Science Teaching
Original published version available at https://www.jstor.org/stable/42993238