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ERIC Number: ED404632
Record Type: Non-Journal
Publication Date: 1997
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Identification and Contribution of Instructional Method to At-Risk College Students' Academic Performance in Social Science Courses.
Stallworth-Clark, Rosemarie; Scott, Janice S.
A study identified the various teaching methods being used in a large university reading program and investigated the effect of the teaching methods on students' subsequent academic performance in social science courses at the university. Instructional methods were identified primarily through content analysis of instructor questionnaires and quantitative analysis of students' confirmation surveys. Students' social science course grades were obtained after they had exited the reading program and completed a self-selected social science course. Results indicated that 4 differing teaching methods were used in the reading program and were identified as methods framed in epistemologies which are supportive of basic skills, strategy training, and whole language instruction. Students' grades in the social science courses did not differ significantly by teaching method employed in the reading program. Findings suggest that factors other than the teaching methods employed in the reading-preparatory course are likely to have affected students' subsequent academic performance in the social sciences. Findings also suggest that for large academic programs, teaching methods can be identified through teacher self-report data that is corroborated with student-confirmation surveys. (Contains 19 references and 5 tables of data. Appendixes present the teacher and student survey instruments.) (Author/RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A