ERIC Number: ED021936
Record Type: RIE
Publication Date: 1968-Feb
Reference Count: 0
A Comparison of Inductive and Deductive Materials for Teaching Economic Concepts to Culturally Disadvantaged Children.
New curricular materials were used to ascertain whether inductive or deductive teaching methods would yield significant differences in learning economic concepts. A total of 484 disadvantaged fourth-grade students were assigned on a random stratified basis to classes in which the economics units were taught by one of the two methods. Data were gathered by pretesting and posttesting on the economics units and by measures of race, sex, socioeconomic status, intelligence, and ratings of teachers and their competency in the subject. Statistical analysis showed that the inductive method "was consistently more effective than the deductive method with all disadvantaged subjects in the study." (NH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Georgia Univ., Athens. Research and Development Center in Educational Stimulation.
Note: Paper presented at American Educational Research Association annual meeting (Chicago, February 1968).