A comparison of selected instructional media and methods for teaching global studies Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/v405sf88m

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  • The primary purpose was to examine three selected instructional plans commonly utilized in teaching global studies in terms of relative effectiveness in contributing to development of cognitive and affective growth. Possible identification of relationships between plans and learning preference was complementary. The plans were constructed utilizing Edgar Dale's Cone of Experience and possible effectiveness determined from the data obtained. One plan utilized symbolizing methodology only, one incorporated observing and symbolizing, and one utilized doing, observing, and symbolizing. The null hypotheses (.05) stated there would be no significant difference in student cognitive growth, attitudes toward groups, or attitude toward the course, as generated by the three discrete approaches, nor would there be any significant difference in phychological types as determined by the Myers-Briggs Type Indicator. Primary analysis by two-way ANCOVA indicated the hypotheses must be accepted. No significant difference occurred in student cognitive growth and attitudes toward groups. School Course data was not statistically treated. Chi-square application produced no significant difference in profiles among groups. The group consisting of doing, observing, and symbolizing demonstrated increases in post-test means for attitude toward groups and school course. Though not significant, evidence was generated which hints that these facets have a positive effect on selected aspects of instruction. The other groups declined in all but one score. Complete analysis indicated needs for further research in gender differences when considering culture groups, investigation of contrived experiences for instructional effectiveness, and further investigation of learning preference. Results suggest an evaluation process is necessary to analyze and develop effective instructional plans. Experience gained from the study indicated that replication of similar instruments is a process that can and should be undertaken by the classroom teacher.
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