ERIC Number: ED025624
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
An Experimental Comparison of Direct-Detailed Versus Directed Discovery Laboratory Exercises in Teaching Selected Elements of Basic Electricity.
Brenner, Charles J.
The purpose of this study was to ascertain the ef"ects of direct-detailed and directed discovery laboratory methods on selected behavior characteristics of college students during a 3-week period. The 120 students wer" enrolled in three sections of an electricity course under three teachers. During the first 3 weeks of the experiment, 20 students in one section received the direct-detailed treatment and 40 students in two sections received the directed discovery treatment; treatments were reversed during the second 3 weeks. Pretests indicated no initial differences between groups. Post tests and 4 weeks retention tests were administered and analysis of variance and coveriance techniques were used to analyze the results. Findings indicated that the directed discovery method was significantly superior for electrical problem solving performance and equal to the other method on technical information learning, influencing student attitudes toward electricity, and the retention of cognitive content. The appendix includes the tests, experimental instructional materials, and statistical data. This Ed.D. thesis was submitted to the University of Missouri. (EM)
Descriptors: College Students, Comparative Analysis, Control Groups, Doctoral Dissertations, Electricity, Experimental Groups, Industrial Education, Laboratory Procedures, Pretesting, Pretests Posttests, Problem Solving, Retention (Psychology), Student Attitudes, Teaching Methods, Tests
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Publication Type: N/A
Education Level: N/A
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