The thesis is about a study that aims to evaluate the effects of 1975 Provisional Science Syllabus Forms I to III as being piloted in 20 elite schools in Hong Kong. The author reports that, firstly, paper-pencil achievement test was constructed for use in a pretest-posttest design. Secondly, form one pupils labeled as monitored group, innovative Angles-Chinese Group, and innovative Chinese-middle group were compared with traditional Angles-Chinese schools. And thirdly, high-achievers were found to benefit more than low-achievers in the innovative practical-work-biased curriculum.

This thesis reports the findings of an Ex post facto study conducted to explore the factors in science achievement of Form two students in Hong Kong. Exploratory models were formulated using factor analysis of data from questionnaire and science achievement scores in the 19 local SISS. It was concluded that there were the five blocks of between-school variables, namely teaching tactics, teaching aims, science learning factors, home background, and student ability.