ERIC Number: ED035555
Record Type: RIE
Publication Date: 1969-Sep
Reference Count: 0
A Lecture-Tutorial Approach to Mass Instruction in Sociology: Attitudes and Performance.
Mass instruction in Sociology at Purdue University combines lectures and small-group discussion. Achievement in the course is evaluated by short essays written after the topic has been discussed in the weekly discussion meetings. This study investigated the relationship of student characteristics to achievement. Students were pretested for dogmatism, authoritarianism, tolerance for ambiguity and anomy. Analysis of scores on these tests and on the Scholastic Aptitude Test, together with final course grade, revealed that course grade was positively associated with I.Q. and tolerance for ambiguity, and negatively associated with anomy, dogmatism, and authoritarianism. Significant correlations were also found between predictor variables. I.Q. and tolerance for ambiguity were positively associated, while dogmatism, authoritarianism and anomy were negatively associated with I.Q. Tolerance for ambiguity was negatively associated with dogmatism, authoritarianism and anomy. Dogmatism, authoritarianism and anomy were all positively associated. The implications of the findings for instruction and grading in sociology courses are discussed. (EB)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Purdue Univ., Lafayette, IN. Inst. for the Study of Social Change.
Identifiers: Rokeach Dogmatism Scale; Scholastic Aptitude Test
Note: Paper presented at the annual meeting of the American Sociological Association, San Francisco, September 1969