STUDENT OPPORTUNITY TO LEARN RELATED TO STUDENT-ACHIEVEMENT OF OBJECTIVES IN A PROBABILITY UNIT

The purpose of this investigation was to explore the relationship between pupil achievement of specified objectives and the opportunity to learn them. Opportunity to learn was measured by four counts of substantive teacher statements and teacher-pupil interchanges, these same counts given as percent of total interaction, a count of problems attempted per pupil, and a teacher rating of content emphasis. Twenty-three teachers taught a probability unit containing eighteen objectives to twenty-six classes. They gave a pretest, taught for three class periods, and gave a posttest. The design for the analysis was a two-way nested analysis of covariance. In general, the contention that a student’s achievement of an objective is related to the opportunity to learn the objective was supported. Other areas relating to achievement were teacher perception of emphasis, student work, and teacher information. © 1979 Taylor & Francis.