ERIC Number: ED199740
Record Type: RIE
Publication Date: 1981-Mar-30
A Study to Determine the Efficacy of an Individualized-Modularized Writing Course.
Calderonello, Alice Heim; And Others
A study investigated to what extent, if any, the modularization and individualization of composition instruction benefited students with severe skill deficiencies. Gain in writing skills--as measured by pretest/posttest differences--was compared with regard to two groups of students: those taught by a traditional lecture-discussion method of instruction and those taught by an individualized-modularized method of instruction. A multivariate analysis of variance with 14 responses was performed (a response represents the difference between pretest and posttest performance on each variable). With respect to the responses tested, there were no significant differences between the two groups. This indicates that the mode of instruction--individualized as opposed to traditional--seems not to have significantly improved the performance of either group over the other when the amount of practice, the instructors, and the textual materials were controlled. However, topic selection on both the pretest and the posttest did significantly affect some of the evaluation criteria. Further, regardless of mode of instruction, students did show an overall gain in writing skills, and differences in word totals (length of essays) between pretest and posttest were affected by students' choice of topic. (HOD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: EXXON Education Foundation, New York, NY.
Authoring Institution: N/A