Abstract
AbstractSelected physics and geography classes in Guyanan secondary schools received four different instructional treatments. Three experimental groups received (A) a systematically designed curriculum unit implemented by the designer of the unit (B) the same unit implemented by another teacher and (C) a lesson utilising the aims and objectives defined in the curriculum unit. A fourth (control) group received the conventional lesson for this aspect of the curriculum. Pre‐ and post‐test data revealed significant learning gains in experimental groups. The implications of these results are considered for curriculum development and the training of teachers in Guyana.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
