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Brown Corpus
Our conjecture is, then, that regardless of the manner in which school lessons are taught, the compulsive child accentuates those elements of each lesson that aid him in systematizing his work.
When helped by a high degree of structure in lesson presentation, then, and only then, does such a child attain unusual success.
Test of interaction of anxiety and teaching methods
The statistical analyses of achievement in relation to anxiety and teaching methods and the interactions of the two are presented in Tables 3 and 4.
Figure 2 is a graph of the mean achievement scores of each group.
As predicted, the highly anxious children in the unstructured schools score more poorly ( Af ) than those in the structured schools.
The interaction effect, which is significant at the level, can be seen best in the contrast of mean scores.
While high anxiety children achieve significantly less well ( Af ) in the unstructured school than do low anxiety children, they appear to do at least as well as the average in the structured classroom.
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