ERIC Number: ED076768
Record Type: RIE
Publication Date: 1972-May
Reference Count: N/A
A Comparison of Three Methods of Teaching Selected Informational Topics of Basic Electricity to Disadvantaged Students.
Bland, Larson M.
In an effort to determine the relative effects on achievement and retention, of three methods of teaching basic electricity disadvantaged students, 48 eighth grade disadvantaged students were randomly assigned to three groups and instructed using either an interaction reinforcement, a summary reinforcement, or neither. The experiment used a posttest only control group design. Findings concerning the disadvantaged students included: (1) They achieved significantly more information when taught by a method which utilized classroom interaction to verbally reinforce the lesson objectives, (2) They retained more information when taught by a method which utilized a summary to verbally reinforce the objectives, (3) Those with higher mental abilities could be expected to retain approximately the same amount of information which utilized either of the three approaches, (4) Those with lower intelligence quotients could be expected to achieve approximately the same amount of information when taught by methods which utilized classroom interaction or a summary to reinforce objectives, and (5) Those with lower mental abilities retained more information when taught by a method which utilized a summary to reinforce objectives than when taught by a classroom interaction method. (SN)
Descriptors: Comparative Analysis, Disadvantaged Youth, Doctoral Dissertations, Educational Experiments, Educational Research, Electricity, Junior High School Students, Teaching Methods
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Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Missouri University, Columbia