A Self‐teaching Scheme in Applied Science (Physics and Chemistry) for Students of Widely Varying Background Knowledge

Abstract

A self‐teaching scheme was investigated using two complementary experimental approaches: statistical analysis of data and semistructured interviews. It was possible to identify which groups of students may perform less well than others on this scheme. Questionnaires, completed by students, indicated the general acceptability of the scheme but more than 80 per cent of the students suggested that mastery of one unit should precede progress to the next. Semistructured interviews indicated that poor study habits and low motivation towards science were major causes of the identified groups’ relatively poor performance.

Additional information

Notes on contributors

Joan Horsey

Joan Horsey was a research assistant at the time of the research and is now a schoolteacher.