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ERIC Number: ED053424
Record Type: RIE
Publication Date: 1971-Jul
Pages: 46
Abstractor: N/A
Reference Count: 0
The Effects of Instructional Practices on Student Learning, Emotional Growth, and Interpersonal Relations. Final Report.
Pepitone, Emmy A.
This research focuses on a major characteristic of mass-education: the requirement that each child in the classroom perform the same learning tasks at the same time. Little is known about consequences of such instructional uniformity on learning, emotional growth and interpersonal relations. Three basic experiments were conducted. The first study varied the amount of information available to 12 groups each consisting of 5 3rd-grade girls who were performing identical tasks; significantly more comparison behavior was found in the condition of greater cognitive unclarity. The second study assigned 30 groups of 5 girls each to 3 conditions which differed in degree of similarity among activities to be performed by the pupils; expectations were confirmed that comparison behavior is a function of task-similarity. The 3rd study explored comparison behavior among 10 boys' groups and 10 girls' groups and interpreted differences found in terms of differential confidence and competence. All 3 studies demonstrated the occurrence of large amounts of comparison behavior and suggest a pattern of association among this behavior and achievement-related behavior in elementary school children. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Bryn Mawr Coll., PA.
Note: Comparison Behaviors in the Classroom