ERIC Number: ED120776
Record Type: RIE
Publication Date: 1975
Reference Count: N/A
A Comparison of the Effect of Individualized Study and Conventional Classroom Presentation on Retention in a Language Arts Methods Class.
Moore, Hubert Tipton, Jr.
The purpose of this study was to determine whether individualized study, as compared to conventional classroom study, would effect significantly greater immediate and prolonged retention of both education and English content. Subjects for the experiment were 44 students enrolled in four sections of two language arts methods classes at Northeast Missouri State University, Kirksville, Missouri. On the basis of the findings, it was concluded that individualized study did significantly effect greater immediate and prolonged retention than conventional classroom study over both education and English content. A number of questions regarding individualized study are raised for future research. (Author/RB)
Descriptors: Comparative Analysis, Doctoral Dissertations, Educational Research, English Instruction, Higher Education, Individualized Instruction, Language Arts, Recall (Psychology), Retention (Psychology), Teaching Methods
University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7523, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of Missouri-Columbia