ERIC Number: ED203723
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Individualizing Instruction in College-Level Spanish: A Study of Student Achievement and Attitude.
Cimerhanzel-Nestlerode, Samye Ruth Mott; Cooper, James
This study considers whether the outcomes for students who participated in an individualized instructional approach to language learning in intermediate college-level foreign language courses are different from the outcomes for students who participated in a lecture-recitation aproach. A two-treatment group quasi-experimental design was used. The sample consisted of 46 students enrolled in an intermediate Spanish course at the University of Houston in the fall semester of 1979. Instructor-made pre-tests and post-tests and time logs were used to collect data from both groups, and an observational checklist was used to measure the independent variable, the instructional method used. Instructor evaluations measured the overall effectiveness in both groups. Statistical findings supported the acceptance of the hypothesis that students in the individualized instruction group achieved statistically significantly better outcomes in reading, oral comprehension, and speaking, and demonstrated a better attitude toward Spanish than students in the lecture-recitation group. The findings showed that students in the individualized instruction group did not achieve statistically significantly better outcomes in writing Spanish. (Author/AMH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Dallas, TX, 1981).