ERIC Number: ED032036
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Student Achievement as a Function of Verbal Interaction in the Classroom.
Cook, John Burrell
The General College Studies, v5 n4 1968-69
This report compares new with traditional teaching techniques. A chemistry course, taught by one instructor using two methods, was examined for two quarters. The effects of the two treatment variables, student variables, and interactions among them were tested. The students were randomly assigned to a closed-circuit TV (CCTV) group and a discussion group. Both groups covered the same material, but, in the latter, the teacher encouraged student participation. The rate of verbal teacher behavior that elicited or hindered student participation was calculated and student talk measured at about 13%. Student variables had been determined by natural science, math, and total ACT scores, and by pretests on scientific attitude and method. Student participation was measured by the Kuder Richardson Formula 20. Significant differences between the groups were found only for final examinations, with the discussion group scoring higher than the other. The attitude of the discussion group was higher for the winter quarter, but not for the spring. No significant interactions among variables and no systematic gain from pre- to post-test were found. From these and other findings, six conclusions were reached. There was some evidence in favor of the discussion groups, but little corroboration of the theory of the need for continual learner response and reinforcement. Such techniques as computer-assisted instruction should be studied more fully as alternatives to traditional teaching. (HH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Minnesota Univ., Minneapolis. General Coll.
Identifiers - Location: Minnesota