Andragogical and Pedagogical Methods Compared: A Review of the Experimental Literature.

Autor/in	Rachal, John R.
Titel	Andragogical and Pedagogical Methods Compared: A Review of the Experimental Literature.
Quelle	(1994), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Education; Adult Learning; Adult Students; Andragogy; Comparative Analysis; Educational Research; Educational Theories; Instruction; Learning Strategies; Literature Reviews; Satisfaction; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Teaching process; Unterrichtsprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zufriedenheit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although andragogy became an article of faith among many adult educators in the 25 years since Knowles first popularized the concept, relatively few studies have attempted to compare andragogy and pedagogy experimentally. Eighteen studies that attempted to do so included 15 dissertations and 3 journal articles. The studies were organized by setting: studies in college settings, studies in health settings, and studies in technical skills, reading skills development, and teacher inservice settings. Of the 16 studies that examined achievement in terms of either cognitive gain or skill performance, 10 found no significant differences between control and experimental groups; 2 found the control or "traditional" group performed better. On the important variable of satisfaction with the learning experience, one study found significant differences favoring the andragogical group; three found no significant differences. Most examined variables showed no statistically significant differences: perceived achievement, perception of pain reduction and of rehabilitation outcome, student evaluation of teachers, and dropout from adult basic education. Two other variables showed statistically significant differences favoring andragogy: application of the learned material and attendance. Despite some issues of design and questions of andragogical "purity," the trend of the available empirical literature runs counter to many of the anecdotal claims for andragogy superiority over pedagogical methods. Contains 22 references. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01