A Comparison of the Effect of Individualized Study and Conventional Classroom Presentation on Retention in a Language Arts Methods Class.

Autor/in	Moore, Hubert Tipton, Jr.
Titel	A Comparison of the Effect of Individualized Study and Conventional Classroom Presentation on Retention in a Language Arts Methods Class.
Quelle	(1975), (233 Seiten)Verfügbarkeit Ed.D. Dissertation, University of Missouri-Columbia...
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Comparative Analysis; Doctoral Dissertations; Educational Research; English Instruction; Higher Education; Individualized Instruction; Language Arts; Recall (Psychology); Retention (Psychology); Teaching Methods + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Sprachkultur; Abberufung; Merkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to determine whether individualized study, as compared to conventional classroom study, would effect significantly greater immediate and prolonged retention of both education and English content. Subjects for the experiment were 44 students enrolled in four sections of two language arts methods classes at Northeast Missouri State University, Kirksville, Missouri. On the basis of the findings, it was concluded that individualized study did significantly effect greater immediate and prolonged retention than conventional classroom study over both education and English content. A number of questions regarding individualized study are raised for future research. (Author/RB)
Anmerkungen	University Microfilms, P. O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-7523, MF $7.50, Xerography $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01