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ERIC Number: ED131870
Record Type: Non-Journal
Publication Date: 1976-Oct-30
Pages: 111
Abstractor: N/A
Reference Count: N/A
Individually-Paced Learning in Civil Engineering Technology: An Approach to Mastery.
Sharples, D. Kent; And Others
An individually-paced, open-entry/open-ended mastery learning approach for a state-wide civil engineering technology curriculum was developed, field-tested, and evaluated. Learning modules relying heavily on audiovisuals and hands-on experience, and based on 163 identified competencies, were developed for 11 courses in the curriculum. Written modules forming a linear progression through a series of related objectives were prepared by instructors from the South Carolina Technical Education System; alternate media forms were developed to supplement the written modules. Evaluation of the curriculum was accomplished through a pretest/posttest design comparing the individually-paced method and a lecture-based method. Subjects of the study were 250 male engineering technology students; 220 in South Carolina technical colleges and 30 in a North Carolina community college. Evaluation results indicated that the individually-paced students did relatively well in terms of cognitive achievement and outperformed the lecture-based students in terms of student exit behaviors. Students did not tend to procrastinate more in individually-paced courses than in lecture-based courses. Some disadvantages were noted; particularly the instructor/student ratio. Course-related and evaluation materials are appended. (Author/JDS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: South Carolina State Board for Technical and Comprehensive Education, Columbia.