ERIC Number: ED267705
Record Type: RIE
Publication Date: 1985-Aug
Reference Count: 0
A Comparison of Self-Paced and Lecture/Discussion Teaching Methods.
Tatum, B. Charles; Lenel, Julia C.
Student course performance and course evaluation were compared for two methods of teaching general psychology. The self-paced method consisted of a modified Keller Plan (PSI) arrangement in which students progressed through small instructional units at their own pace. The lecture/discussion method consisted of a modified form of the traditional teaching style in which students were exposed to lectures and discussion that covered large units of information, and students proceeded at the instructor's pace. The results revealed little difference in course performance for the two teaching methods, except that the self-paced students performed better on the unit (chapter) tests. No differences were found between the two methods with respect to performance on the final exam, retention one year later, or average course grade. The results further reveal that the students were more satisfied with the self-paced courses than with the lecture/discussion courses. The evidence suggests that the general evaluation of the two courses favored the self-paced method. It is concluded that the self-paced course is not necessarily a better way to learn, but that students are more satisfied with the self-paced format than with the lecture/discussion style. The questionnaire is appended. (Author/SW)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (93rd, Los Angeles, CA, August 23-27, 1985).