Abstract
The study examines the stability of factors describing ability and attitudes of non-science oriented students engaged in an individualised science instruction program. Two similar factor solutions were obtained from pre- and post-test measures and mapped onto each other using a variety of target and rotation matrices. A relatively large change was discerned in the nature of the underlying causal factors. The results indicate that individualised approaches to instruction may influence attitudes in ways other than that which is normally described using change scores or variance decomposition techniques.
[ Index | New Horizons | Other Journals | Faculty Home Page | Enquiry ]
Mail any comments and suggestions to
en@fed.cuhk.edu.hk.