In an introductory science class, 80 student volunteers were randomly assigned, in equal number, to take a class for a letter grade or for a simple pass/fail grade. At the end of the semester, the mean achievement score for the letter grade group was 86.2 and for the pass/fail group 79.8 . The calculated t = 4.60, p<.001 . The results should appear in a published report as follows:
a. Introductory science students have significantly higher achievement scores when awarded letter grades rather than a simple pass/fail grade.
b. There is no significant difference in the achievement scores of introductory science students when awarded letter grades or a simple pass/fail grade.
c. Students are more motivated to achieve when given letter grades rather than simple pass/fail grades.
d. Instructors should use letter grades rather than pass/fail grades for introductory science courses.
e. a and d
Question 2
To help her students improve their ability to solve multiple-step problems, Ms. Pohlmann uses the following procedure: First she shows them an example with all three of the steps worked out. Then she shows them a similar example that has only the first two steps worked out and requires them to complete the last step themselves. Then she gives them another similar example that has only the first step completed and requires them to work out the last two steps themselves. Finally, she gives them a fourth problem for which they have to work out all three steps. This procedure is called
a. breaking the problem into parts.
b. backward fading.
c. solving an analogous problem.
d. working on a simpler version of the problem first.
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