ERIC Number: ED073133
Record Type: RIE
Publication Date: 1969
Reference Count: 0
A Comparison of Cognitive and Attitudinal Outcomes of Two Methods of Teaching Social Foundations of Education Classes.
Hunt, Thomas C.; Weber, Larry J.
Increased student demand for foundations courses, coupled with a lack of qualified staff, made it necessary to provide workable alternatives to traditional instruction. Substantial adjustments could not be made until the efficacy of the new methods could be documented. The study compared cognitive and attitudinal outcomes of two types of classes, a traditional one of 38 students (the control group), which met three times weekly for periods of 50 minutes each, and an experimental group of 90 students, which met twice weekly for 50 minutes at 7:00 p.m., and once weekly for 50 minutes in groups of about 15. The nature of the cognitive comparison was an objective test based on a text common to both groups. The test was administered prior to and after instruction, and results were analyzed by the analysis of covariance technique. Attitudinal comparisons were made in general evaluation of the course, method of instruction, course content, interest, instruction, time schedule and development of concepts and ideas. Analysis of covariance results revealed that no significant difference existed between the two groups on cognitive goals. Tests for significant differences between proportions were conducted for comparisons on attitudinal components. A significant difference in favor of the experimental group was found in the method of instruction, whereas a significant difference in favor of the control group was found in the time convenience category. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Virginia Polytechnic Inst. and State Univ., Blacksburg. Dept. of Education.