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ERIC Number: ED072039
Record Type: RIE
Publication Date: 1971
Pages: 13
Abstractor: N/A
Reference Count: 0
A Comparison Between Two Performance-Based Teacher Education Programs: Independent-Study Modules vs. Regular Group Instruction.
Pope, Jesse Rondo; May, Frank B.
The effectiveness of two performance-based teacher education programs at Washington State University were compared. The programs were identical in content, performance objectives, and textbooks. In one program, however, the content was presented through independent study modules; the other program presented the content through regular classroom interaction. One hundred and thirty elementary education majors with comparable grade point averages were randomly assigned to five sections of an education methods course. Two sections used the independent study module and the remaining sections used group instruction. A student attitude inventory showed no significant differences among instructors who were scheduled for both treatment groups. Statistical analysis of both treatment groups showed a) a higher cognitive achievement level for group-instructed students, b) no significant difference in teaching performance for either group, c) no significant difference in attitudes of students toward instructors, and d) no significant difference in attitudes of students toward the course. It was concluded that independent study, when geared to specific performance objectives, can be as effective or more effective than group instruction in teacher education. (Four tables of statistical data are included.) (BRB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A