ERIC Number: ED049052
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
A Comparison of the Relative Effectiveness of Two Methods of Audio-Tutorial Instruction (Direct and Indirect) in Teaching Biological Concepts Concerning Heredity.
Hoffman, Frederic Eugene
Ninety students were randomly selected from students enrolled in a college general biology course and assigned randomly to two groups working in audio-tutorial laboratories. The "direct" group was taught by audio-taped lectures, laboratory exercises, and guide sheets that were primarily expository and descriptive; the "indirect" group received similar materials which involved periods of question and answer activities. Each group was administered tests to determine their mastery of facts, concepts, and principles concerning heredity, their critical thinking skills, and their attitudes toward biology, genetics, and audio-tutorial instruction at the beginning and end of the 8-week course. A fact retention test was given 10 weeks later. The pretest scores indicated that the groups were initially comparable. No significant differences were found between the two groups in total achievement, critical thinking abilities, retention, or attitude. Both groups showed a significant positive change in attitude toward audio-tutorials as a teaching method. There was a significant difference in favor of the indirect group with respect to problem solving abilities. (Author/AL)
Descriptors: Achievement, Attitudes, Biology, College Science, Doctoral Dissertations, Genetics, Instruction, Programed Instruction, Retention (Psychology)
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 70-12,782, Mixrofilm $4.00, Xerography $7.40)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Syracuse Univ., NY.
Identifiers - Assessments and Surveys: Watson Glaser Critical Thinking Appraisal