This study investigated the impact of four student characteristics and the instructors on the relative abilities of a simulation-gaming method and the lecture-discussion method to increase the economic knowledge, retention of economic knowledge, and interest toward economics of college students enrolled in an introductory economics course.…

An experiment with 109 college students examined the effects of advance organizers and repeating a lecture on test performance. Advance organizers that integrated subtopic information (linear and matrix organizers) increased recall of subtopic information but more general organizers (conventional) aided overall recall, especially general topic…

Studies involving 93 college students and 60 college students investigated the effects of teacher enthusiasm on students' intrinsic motivation to learn and their psychological vitality. Students who received enthusiastically delivered lectures reported greater intrinsic motivation and experienced higher levels of vitality. (SLD)

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)

The standard lecture/discussion format and the Personalized System of Instruction format (PSI) are compared by analyzing student evaluations of two sections of a course in production and operations management. Results of a t test, used to identify significant differences, indicate that PSI received higher ratings on most measures. (Author/AEF)

The class structures of Socratic dialogue method, the traditional lecture, and personalized systems of instruction (PSI) are compared. PSI was viewed more positively by students on subjective ratings, and performance outcomes were higher with this method. Treatments offering the multiple testing option produced more positive subjective and…

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…

Introductory psychology students were randomly assigned to two experimental groups. For the first half of the class term, only Group 1 received instructor-prepared notes. In the second half of their term, only Group 2 did. Achievement did not differ until phase two, when Group 1 had significantly lower performance. (SJL)

Effects of knowledge maps, outlines, or lists of key terms on recall by 74 undergraduates (29 males and 45 females) of 2 biology lectures were compared. The hypothesized advantage of maps over outlines or lists was not found generally, but it was found for students low in prior knowledge. (SLD)

This paper compares the impact of lecture plus a computer simulation and lecture alone on a broad range of measures, such as students' attitudes, attendance, learning, and information seeking behavior. Results showed that in order to maximize the positive effects, the simulation should be implemented as early in the course as possible. (Author/JAZ)