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ERIC Number: ED077743
Record Type: RIE
Publication Date: 1972
Pages: 133
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Open Learning and Lecture Methods of Teaching College Mathematics.
King, Estelle Marie Holloway
Cognitive and affective changes in 49 students taking college mathematics taught by an open-learning method were compared to changes in 43 students taught by a conventional lecture method. Pretest and posttest data were collected on two cognitive variables (structure of real numbers and statistics-probability) and on four affective variables (attitude, self-concept, anxiety, and interest). Results showed that students in the open learning group made equivalent or superior scores to those in the lecture classes. When the association between cognitive changes and 18 social interaction traits were investigated, significant positive correlations were found under the lecture method on responsibility, sociability, socialization, and femininity, and under the open method on self control; significant negative correlations were found under the open method on social presence and self-acceptance. When affective changes were investigated, significant positive correlations were found under the lecture method on femininity and under the open method on sense of well-being, achievement via independence, and good impression; significant negative correlations were found under lecture method on psychological-mindedness, capacity for status, and social presence, and under open method on sociability. (Author/DT)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-1650 MF-$4.00 Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Pittsburgh