ERIC Number: ED104953
Record Type: RIE
Publication Date: 1975-Apr
Reference Count: 0
An Evaluation of Minicourse Curricula in Secondary Social Studies.
Roberts, Arthur D.; And Others
This study examined the hypothesis that subjects experiencing a minicourse curriculum would show greater cognitive and affective gains than subjects in a traditional curriculum. The Watson-Claser Critical Thinking Appraisal, Cooperative English, JIM Scale, and Gable-Roberts Attitude Toward School Subjects were administered (September-June) to 500 11th grade students. Two-way analyses of variance (sex and curriculum) were employed. Minicourse subjects gained more on one critical thinking scale, while traditional curriculum subjects gained more in two reading comprehension areas. No differences in affective gains were found. Traditional subject males gained more on the critical thinking inference side. (Author)
Descriptors: Academic Achievement, Affective Objectives, Cognitive Objectives, Curriculum Evaluation, Elective Courses, Evaluation Methods, Experimental Curriculum, High School Students, Measurement Techniques, Minicourses, Secondary Education, Social Studies, Statistical Analysis, Student Attitudes, Student Centered Curriculum, Student Evaluation, Teacher Evaluation
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, D. C., March 30-April 3, 1975)