ERIC Number: ED037361
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
A Comparison of Individualized and Group Instruction in Science: Effects on Third Grade Pupils.
Gallagher, James Joseph
Sixty pupils from the third grade of a public school in a middle class suburban community were randomly assigned to four groups. Pupils in one of the groups were given, individually, a two-lesson instructional sequence using the audio-tutorial mode. Pupils in a second group were given the same two-lesson sequence in the teacher-directed, group mode. Pupils in the third group were given the first lesson of the sequence individually, in the audio-tutorial mode, and the second lesson as a teacher-directed group. Lessons were adapted from the SCIS Interaction unit. Data from this study show that: (1) Pupils instructed in the individual, audio-tutorial mode were distracted overtly for a small proportion of instructional time than pupils who were instructed in the teacher-directed group mode: (2) Pupils who were instructed by a combination of the modes defined interaction on the posttest more frequently than pupils who were taught by either mode alone; (3) Pupils who were instructed individually were better able to generalize across several exemplars of interaction than pupils who received instruction in groups; (4) Pupils who received part or all of their instruction from a teacher identified interacting diads more frequently than pupils who receive instruction individually. (BR)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Educational Research Council of America, Cleveland, OH.
Note: Paper Presented at Annual Meeting of the National Association for Research in Science Teaching (43rd, Minneapolis, Minne., March 5-8, 1970)