Effects of cooperative and individual review of lecture material on subsequent free recall performance were studied with 109 undergraduate students in 4 experimental conditions. Although the cooperative review group did not significantly outperform the individual review group, the direction of mean score differences suggests that cooperative…

This study investigates the effects of the learning/teaching environment on students' approaches to learning (i.e. combination of intention and learning strategies) and compares a lecture based to a student-activating setting within the first year of elementary teacher education. Data collection (N = 790) was carried out using a pre-test/post-test…

The primary purpose of this study was to examine the effectiveness of utilizing a combination of lecture and computer resources to train personnel to assume roles as hydraulic system technicians and specialists in the fluid power industry. This study compared computer simulated laboratory instruction to traditional hands-on laboratory instruction,…

A research study conducted at Sam Houston State University (Texas) compared the final grades of students who chose the lecture method of instruction with the final grades of students who chose the self-paced method of instruction in introductory algebra classes. All students were required to take seven tests plus a comprehensive final examination.…

A study investigated the effect of explicit instruction in notetaking on sixth-grade students' notetaking skills and comprehension of lecture information, as well as on students' attitudes towards notetaking. Subjects, 41 students enrolled in two academically gifted and 47 students in two average ability language arts classes from a middle school…

To determine the effect of collaborative learning methods on the success rate of physics students at Northern Maine Technical College (NMTC), a study was undertaken to compare the mean final exam scores of a students in a physics course taught by traditional lecture/lab methods to those in a group taught by collaborative techniques. The…

The comparative effectiveness of different types of instructors' notes provided during lectures of varying complexity was examined. Ninety-four undergraduates (sophomores and juniors) at a large Midwestern university were presented with 2 taped lectures, each about 60 minutes long. The first lecture was a fact-based description of instructional…

Research designed to compare student satisfaction between a traditional-lecture psychology course and a personalized system of instruction (PSI) course is described. Students compared two identical courses in personality taught by the same instructor. Students were generally more satisfied with the PSI course. The results are that they found the…

An experiment compared three methods of instruction in an introductory course in psychology. The first method utilized groups of three students and required that all three students meet the criterion on each unit of material in the course before being allowed to continue on to other units. This system also required that students do all remediation…

The study sought to determine whether or not the performance of students varied significantly when taught by two criterion referenced individualized instruction approaches, the traditional lecture-discussion approach, and a modified lecture-discussion approach. It was limited to 66 vocational teacher education students in the Department of…

Cites observations about social studies education in the United States by two Australian doctoral students in social studies education. Observations include that concept teaching is limited, social studies is treated primarily as a collection of social science disciplines, teaching is generally expository in nature, student needs and interests are…

An experiment in teaching mathematics to non-science, non-mathematics majors by two different methods, lecture and "open classroom," is reported. The primary findings of the study indicate that students learn equally well in either setting and that student personality characteristics may have a slight effect on individual gains. (JMD)

Investigated the effects of a lecture training program and an independent study on the knowledge and attitudes of law students (N=102) toward the mentally retarded offender. Revealed that the instructional methods of lecture and independent study did not produce a significant difference in the mean gains in knowledge and attitudes of law students.…

Two teaching formats--lecture and case presentation--were compared to determine which is more effective in continuing medical education. Physicians attending case presentation sessions were more likely to increase their cognitive knowledge, but retention was only slightly higher than in the lecture group. (Author/MLW)

Videotape and lecture methods of teaching administration of the mental status examination in second year medical school were compared. No clear difference was found in results among the different teaching methods, and students tended to prefer whichever method they were exposed to. (MSE)