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| Autor/in | Taber, Margaret R. |
|---|---|
| Titel | A Comparison of Using Individualized Instruction and Conventional Lecture Techniques in the Lecture Section of Electric Circuits 540-125. |
| Quelle | (1974), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Conventional Instruction; Engineering Education; Engineering Technology; Individualized Instruction; Programed Instruction; Student Attitudes; Teaching Methods; Technical Education; Two Year Colleges |
| Abstract | Electric Circuits 540-125 is the first course of a three-course sequence taken in the first year of the two-year program in Electrical-Electronic Engineering Technology at Cuyahoga Community College (Ohio). The conventional lecture method of instruction includes textbook and other reading assignments, lectures based on the readings and homework problems, two or three tests, and a final exam. The individualized instruction method utilizes a modified Personalized System of Instruction (PSI) format including eight modules, audio tapes, a study guide, one 50-minute lecture per module, a test about every two weeks, and a final exam. This study was conducted to determine if this individualized instruction method decreases student attrition rates and provides the student with comparable preparation for Electric Circuits 540-126 as the 540-125 course taught conventionally. Compared to students enrolled in conventional sections, a higher percentage of students enrolled in the individualized instruction sections passed the course; they also had significantly higher grades on the final exam and performed as well in 540-126. Letter grade distribution in 540-125 was independent of the teaching method used and 90.2 percent of those enrolled in the individualized instruction sections of 540-125 said they would choose the method for 540-126. (DC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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