A Comparison of the Audio-Tutorial Method with the Lecture-Demonstration Method for Producing Student Achievement in College Level Physical Science Survey Classes Covering Physics and Astronomy.

Autor/in	Brantley, William Thomas
Titel	A Comparison of the Audio-Tutorial Method with the Lecture-Demonstration Method for Producing Student Achievement in College Level Physical Science Survey Classes Covering Physics and Astronomy.
Quelle	(1974), (50 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Astronomy; College Science; Conventional Instruction; Individualized Instruction; Literature Reviews; Physical Sciences; Physics; Programed Instruction; Science Instruction; Teaching Methods; Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Astronomie; Individualisierender Unterricht; Natural sciences; Naturwissenschaften; Naturwissenschaft; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	All students enrolling in the day sections of Physical Science 101 at Pensacola Junior College (Florida) during the spring semester of 1974 were allowed to register for either audio-tutorial (A-T) or conventional coursework. The A-T group consisted of 144 students in two sections, and the lecture-discussion group consisted of 76 students in two sections. In order to compare the effectiveness of these teaching methods, all 220 students were given achievement tests in astronomy and physics at the end of the time allotted to each topic. The lecture-discussion group scored significantly higher on both achievement tests, males and females scored equivalently, and those over 21 scored significantly higher than those under 21. Neither method of instruction was observed to be more adapted to any grouping of students according to age or sex. The final grades achieved by A-T students were directly related to the amount of time spent in the lab. Withdrawal rates were 6.3 percent higher in the lecture-discussion group. The lecture method with small class size was shown to produce higher achievement than the A-T method with large class size. A review of pertinent literature and a bibliography are included. (Author/DC)
Anmerkungen	University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 75-9576, MF-$5.00, Xerography-$11.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC