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ERIC Number: ED032032
Record Type: Non-Journal
Publication Date: 1969-May
Pages: 150
Abstractor: N/A
Reference Count: N/A
Some Comparisons Between Conventional College Teaching Methods and a Composite of Procedures Involving Large Lecture Groups, Seminars, and Reduced Class Time.
Bean, Alvin T.
This study's purpose was to determine differences in achievement, attitude, and critical thinking in junior college freshman subjects that could be attributed to either of two ways of teaching English and history and to use the data to make decisions on pupil deployment and on plant and staff use. The experimental group comprised students taking both English and history in the Special Program; the control groups were randomly chosen from five regular English and history sections. For each subject, the schedule of the experimental group was one hour of general assembly, a 1-hour seminar, and a third hour of tutoring or independent study. Of the six teachers, one each taught the English and history experimental groups and two each, the control groups. Both groups followed the same course and textbook. Four tests were administered before and after the experiment; data were collected within the first and last 14 class days and tested by null hypotheses. From the findings, it was concluded: (1) mastery of factual content is not significantly related to varying teaching methods; (2) attitude changes toward a subject vary from discipline to discipline, even with the same teaching method; and (3) skill in critical thinking may be increased by deliberately chosen teaching methods. The author discusses the implications of this study and offers recommendations concerning further study of the relationship of subject matter, teacher method, and teacher competence to academic achievement. (HH)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas