ERIC Number: ED049084
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
The Use of Programed Instruction for Teaching Anthropology in the Fifth Grade.
The study was undertaken to compare the achievement of a group of fifth grade students studying anthropology from a programed text, designed by the investigator, with a group of fifth grade students being taught by means of traditional classroom material prepared by the Anthropology Curriculum Project of the University of Georgia. Post-treatment achievement and learning time were the principal dependent variables of interest. Subjects were 320 students in 14 classes; 6 classes were assigned to the control group (traditional) and 8 to the experimental group. All were initially tested with the California Reading Test Elementary Form W, and a specially prepared subject matter pretest. Analysis of variance revealed no significant difference between the two groups on either pretest. In addition, all classes were given a specially prepared subject matter posttest after completion of the unit. The variables of interest in the analysis of variance of the posttest scores were: treatment, sex, race, reading level, treatment by sex, treatment by race, and treatment by reading level. These conclusions were indicated: 1) no significant differences in performance between the control and experimental groups; 2) race and reading level were significant predictors of performance on the posttest; and, 3) students using a programed text completed their study of the anthropology unit in 50% less time. (Author/SBE)
Descriptors: Academic Achievement, Anthropology, Comparative Analysis, Conventional Instruction, Elementary Education, Grade 5, Performance Factors, Programed Instruction, Racial Factors, Reading Level, Social Studies, Time Factors (Learning)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-5089; Microfilm $3.20, Xerography $11.25)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Georgia Univ., Athens.