Over the past two decades, postsecondary classrooms have been shifting from passive to active learning methods. This shift has been supported by behavior analysis, which has a rich history of strategies that promote active student responding and engagement. One behavior analytic strategy is interteaching, whereby students discuss questions based…

This study was part of an effort to evaluate the effectiveness of offering three options--lecture, lecture with discussions, and independent reading--to students in a large lecture course and was concerned with identifying any significant student variables related to choice of an option. The subjects were 185 students in an experimental psychology…

Cites evidence that indicates if a lecturer pauses at least three times during a lecture for two minutes and has students compare notes, student retention of the lecture material will be increased. Explains another form of pausing called wait-time employed in discussion situations. (GS)

Describes a study comparing a combined system of lectures and problem sessions with a recitation class in engineering mechanics. No major differences were found in performance of students in either method. A significant difference in achievement was found with class size. The smaller the group the better the student performance." (Author/TS)

Reviews research which compares the effectiveness of programed instruction (PI) in economics to lecture-discussion techniques. Studies demonstrate that students using PI perform as well on examinations as students using the traditional method. There is also some evidence that students using PI retain their learning better. (AM)

The purpose of this study was to compare philosophy courses taught according to a conventional course structure (CCS) with philosophy courses taught according to a short course structure (SCS). (Author)

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

Compares the effectiveness of two types of art museum tours, the lecture and the inquiry/discussion tour, in promoting learning by college-aged students. Finds that both were equally effective in helping subjects acquire information, but neither encouraged retention; both types were equally enjoyable. Highlights the inconclusiveness of the…

The document describes a research project studying the effects of using popular music in a high school contemporary U.S. history course. The hypothesis was to ascertain whether popular music can increase student interest and performance in the social studies. Two sections of senior high school students were studied. Section I, the control group,…

A review of the journal literature on three instructional strategies (lecture, the small group, and the discussion method) reveals that research concerning teacher training in these strategies is extremely limited. (Journals were chosen as offering the most accessible research in this area). Although there is much anecdotal information on how to…

Examines two instructional strategies, the traditional and learning cycle approaches, and compares them with regard to the variables of sequence, format, and necessity. Concludes that students exposed to the laboratory and discussion type had higher test scores than those in the lecture or reading groups. (Author/RT)

Research investigated the effect that the uses of simulation-gaming techniques have upon the acquisition and cognitive retention of facts, concepts, and principles. Two hundred and ninety-five students in public secondary schools in Indiana participated in the project; these were divided into experimental and control groups which received…

This paper identifies and defines skills associated with the commentary-discussion method of teaching in an effort to improve student learning in precollege psychology courses. First, the author examines the range of teaching methods from formal lecture to open discussion and identifies commentary-discussion as the most widely used technique. In…

To compare the effectiveness of individualized and lecture-discussion methods with a non-instruction (Control) method in developing turfgrass competencies in 11th and 12th grade students as measured by achievement in a battery of tests, teachers from 29 Michigan schools were randomly placed in three groups and attended workshops where they were…

The history of research on college teaching is traced, and methodologies used are highlighted. Topics reviewed include (1) class size; (2) lecture versus discussion; (3) student-centered discussion; (4) independent study and peer learning; (5) evaluation of teaching; (6) teaching and technology; and (7) impact of cognitive psychology. (SLD)