The Impact of Set Induction on Student Achievement and Retention

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Abstract
This study examined the influence of the incorporation of set induction within teacher’s instructional strategies on student achievement and retention. One hundred twenty ninth grade students were randomly assigned to twelve groups of ten each. An in-service teacher was randomly assigned to each of the student groups. To accommodate the requirements of the Solomon Four Group Design, three student-teacher groups were randomly assigned to each of the four required cells. One half of the teachers were given instruction in the skill of incorporation of set induction in their instructional strategies and the remaining half served as a control group. Data gathered by administering pretests, posttests, and a retention test were analyzed by a two-way analysis of variance. The results indicated that set induction is an important variable in the determination of student achievement and retention. It was further determined that no significant pretest-treatment interaction occurred, hence, eliminating one heretofore plausible alternative hypothesis relative to the results observed.

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