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ERIC Number: ED040092
Record Type: RIE
Publication Date: 1969
Pages: 30
Abstractor: N/A
Reference Count: 0
A Report on the Cognitive (Systems-Analysis) Approach to Teaching Introductory Sociology Versus the Traditional Lecture-Discussion Method.
Halvorson, Richard B.
An experiment was designed and conducted for the Community College Department of Sociology. The objective was to determine the significant difference between the objective knowledge of sociology learned, and retained by groups taught by the systems approach method as compared to the lecture-discussion method. The systems analysis method is based on Bloom's Taxonomy of Education Objectives: Cognitive Domain. Teaching emphasis is on comprehension and evaluation or problem solving, demanding repetitive analysis-synthesis in the hierarchical development of skills, abilities and knowledge. An analysis of covariance was conducted for one experimental class which was divided into small groups of 3-4 for interaction and group decision making (systems approach), and four control classes (lecture, discussion). Students had not been exposed to previous sociology courses or the experimental course (Introduction to Sociology). An objective sociology test was used as criterion score and the grade point average as a control score. It was found that there is no significant difference between the classes in the department. (SBE)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Spokane Community Coll., WA. Dept. of English.
Identifiers: Blooms Taxonomy; Cognitive Domain