An experimental analysis of two methods of college instruction Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/9593tx62q

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  • This study was an empirical investigation of two methods of college classroom teaching--lecture and discussion. The design was both experimental and descriptive, differing from prior methodological comparisons in that a more sophisticated test statistic was used in the analysis of the data. Whereas most similar studies used t tests, or at best analysis of variance, this study incorporated the use of the Stepwise Multiple Linear Regression Analysis, The subjects for the experimental aspect of the study were 67 undergraduate students enrolled in Ed. 460, Psychology of Childhood, at Oregon State University for the spring term 1970. The 19 graduate students enrolled in the course were included in the descriptive aspect of the study as it was thought that their criticism and insight would add additional depth and understanding to the experimental finding s The School and College Ability Test (SCAT) was administered to the subjects in the sample at the beginning of the study in order to control for differences in academic potential. The second test was the dependent variable for the study. It consisted of 100 objective items and was constructed by an independent psychometrist from materials current in the field. There were two questionnaires given in the study. The first solicited general information about each subject, and the final questionnaire provided the opportunity for the students to express their likes and dislikes concerning the course. In order to encourage candid responses complete anonymity was emphasized. The hypothesis tested was: There is no significant difference in achievement between Class E₁ (lecture) and Class E₂ (discussion). Of the variables tested with the stepwise, three were significant for the regression: GPA, method, and SCAT verbal raw score. The null hypothesis was not rejected given that α = . 18 is too high. Graphs of the variables indicated anomalies present in the sample. Four of the sample did not perform up to the level of their predicted potential. These outlying observations were dropped and another regression was made on the adjusted sample. There was a difference in treatments indicated at the .05 level of significance. The conclusions of this study indicate a difference in favor of the lecture section at the . 18 level of significance. The regression run on the adjusted sample indicated a difference at the .05 level. It is the belief of the investigator that variables were in operation that could not be controlled for experimentally, and, consequently, effected the outcome of the study. As the data from the final questionnaire yielded a total of 71 respondents, or 81 percent of the sample electing combination of lecture and discussion, this would be the most valid approach, from the students' point of view, to constructive revitalization of Ed 460, Psychology of Childhood, at Oregon State University.
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