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ERIC Number: ED180902
Record Type: RIE
Publication Date: 1979-Aug
Pages: 22
Abstractor: N/A
Reference Count: 0
Effects of Ethnicity and Course Structure on Factual Learning and Critical Ability.
Beilin, Robert; Rabow, Jerome
The aim of this study was to determine the effects of ethnicity and course structure on academic achievement at the college level. The sample consisted of 298 undergraduate students: 65% white, 12.5% Asian, 9.5% Hispanic, 9% black, and 4% other racial/ethnic groups. Students were randomly assigned to one of two introductory sociology sections. The first consisted of a lecture-only method, the second was lecture plus the Learning Through Discussion (LTD) approach. The LTD method guided a discussion group from a simple to a more complex level of analysis. The final step required the group to assess behaviors which were productive or counter-productive to the group's achievement of a task. Results, obtained from a comparison of final examination scores, indicated that white students in LTD groups averaged over 7% higher on the final essay exam than did white students in the lecture-only class. Participation in LTD groups had no significant effect for the minority groups. Therefore, although the LTD method provided for the possibility of equality, it did not necessarily produce a structure fostering achievement for minorities. Also, no significant increase in factual knowledge, as determined from the objective part of the examination, occurred for minority groups, while whites in LTD groups scored nine percent less on factual recall than did whites in lecture-only groups. (KC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper prepared for the Annual Meeting of the American Sociological Association (Boston, MA, August 1979)