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Peer reviewed Peer reviewed
ERIC Number: EJ456490
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0305-5698
The Relative Effectiveness of the Reflective and the Lecture Approach Methods on the Achievement of High School Social Studies Students.
Adeyemi, M. Bamidele
Educational Studies, v18 n1 p49-56 1992
Presents study results determining whether student achievement differs according to whether taught by the reflective teaching method or the lecture approach. Describes a research series involving a pretest, teaching, and posttest. Reports little difference on pretest scores but significantly higher posttest scores for the subjects taught by the reflective method. (DK)
Descriptors: Academic Achievement, Critical Thinking, Educational Research, Foreign Countries, Lecture Method, Secondary Education, Social Studies, Teacher Influence, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Nigeria; Reflective Teaching; Reflective Thinking