Comparison of an instructional management system with a traditional teacher/learner mode Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/x346d818j

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  • Purpose of the Study The purpose of the study was to determine whether there were significant differences in students' achievement and attitudes as a result of two different instructional strategies utilized in a vocational graphic arts program. In order to accomplish this, the following procedures were considered. Procedures This comparative study utilized an experimental design consisting of one experimental and two control groups. The experimental group consisted of students working within an instructional management system, and the two control groups functioned within a traditional teacher oriented instructional environment. A pre-test/ post-test design was utilized with both an achievement exam and an attitude rating scale. Data were collected for the calculation of variable correlations which included course grade and days absent. The statistical procedures used to assess the measured results were the F statistic, the Least Significant Difference Test and the Pearson Product-Moment correlation coefficient. Conclusions The following basic conclusions were drawn from the study's analysis: 1. Students in the experimental group scored significantly higher on the achievement exam; the higher scores were attributed to the instructional management system treatment. 2. There was no significant difference in attitude ratings between students in experimental or control groups. Implications On the basis of the findings and conclusions drawn in this study, the following implications are provided: 1. The traditional teaching/learning mode should continue to hold its place in the instructional program, but should be modified and balanced with facets of the instructional management system. 2. An instructional management notebook and individualized procedures should be utilized. 3. Provide students with a choice of teaching/ learning methodology where practical, while using traditional lecture-demonstration methods where it enhances the overall program and student goals. 4. Students should be given responsibility for laboratory instruction and management; however, students who cannot function in this environment should be directed toward a more structured program.
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