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ERIC Number: ED158793
Record Type: RIE
Publication Date: N/A
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Varied Instruction in Developmental Writing on the Achievement of Selected Groups of Community College Students.
Gurley, Jay
This study attempted to determine the comparative effects of alternative instructional methods on the achievement of selected community college students. The study divided 175 students enrolled in a developmental writing course into experimental and control groups. Experimental students were separated into two sub-groups: those involved in independent study and those in small group instruction. Controls received traditional instruction in day and night sessions. Students with low pre-test scores on the McGraw-Hill Basic Skills System and who indicated strong family or associate influences received small group instruction. Independent study participants used programmed textbooks, audio tapes, and supporting materials emphasizing behavioral objectives. Results indicated that regardless of mental ability and reading comprehension abilities, independent study group students achieved less overall than small group or traditional instruction students; traditional instruction proved most effective in night classes; and females and younger (18-23) students showed greater achievement. However, the combined results of both experimental groups compared to control findings established no significant differences. (TR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: McGraw Hill Basic Skills System