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Thesis (M.A.)—University of Nebraska—Lincoln, 1932. Department of Secondary Education.


Copyright 1932, the author. Used by permission.


This study developed from an actual teaching situation.One hundred thirty seven credits in general science, physics, and physiology were issued during the semester in which this project was in progress.Every examination the writer has ever given in any subject has revealed that some pupils did not know the minimum essentials of the course.We know that pupils differ widely in mental ability and achievement.

The purpose of this investigation was to measure how outside scientific readings affected the progress of students in general science.

It was an attempt to meet individual student needs, thereby reducing failures.About one-half of the girls and one-half of the boys were indirectly motivated to do outside reading.

Some of the results of this study show an attempt was made to measure the achievement of students as a result of outside scientific reading, but the present standardized tests are not refined enough to measure this achievement.Girls did read twice as many pages outside the text as did the boys.

Advisor:Harlan C. Koch