A study was conducted to determine whether significant learning of lecture content could occur during a single lecture, which included audiovisual aids and a question-answer session. Results of pre-tests and immediate post-tests showed over ninety percent mastery of the required content. (JT)

This study compared the effectiveness of three instructional methods: publications, lecture with filmstrips, and lecture plus fieldwork, on the acquisition of cognitive objectives. Subjects were junior high 4-H members studying tree planting. Post-test results indicated no significant difference among methods (52 references). (SJL)

This is the text of the lecture of the British Secretary of State for Education and Science given at the 1978 Meeting of the Association for Science Education (ASE). Three themes are presented; (1) British innovative science curricula; (2) relationship between science and technology; and (3) science for non-scientist. (HM)

Performance differences were not significant between men and women in Earth Science classes with fixed assignment deadlines, nor were achievement differences significant for women in self-paced sections compared to fixed deadline men or women. Men performed higher than women in self-paced groups, and higher than men or women in other learning…

Examines a three-tiered class structure: a mass lecture followed by small group instruction followed by student-directed discussion sessions. Course evaluations by staff and students were generally favorable to this approach. Discusses the design of other economically efficient educational processes. For journal availability, see SO 506 073. (JK)

Review procedures for examinations were investigated by questionnaire in a group of first-year pre-clinical medical students. Their own notes were the preferred source of review material, and lectures were the main source of those notes. It is concluded that the students have a functional rather than inquiring approach to learning. (LBH)

Documents a system to aid the in-class presentation of information. The various components of the system are described, and a description of several benefits afforded by such a system is presented. (Author/VT)

Lecturing, as a means of conveying information is often an inefficient format; learning demands involvement from the learner and behaviors that maximize audience contact and interaction will enhance attention and facilitate learning. (JD)

Undergraduate special education majors (N=72) who took a course utilizing the "pause procedure" (the lecturer pauses for two minutes three times during each 45-minute lecture) scored significantly higher on measures assessing recall of fact and on objective tests than did students who received the standard lecture format. (CB)

Reviews the literature on student notetaking and review behaviors and the effects of these behaviors on academic achievement. Ten factors that may constrain notetaking and review are presented, and their implications for improving study skills and conducting further research are discussed. (Author/CLB)

College students (N=121) viewed videotaped lectures by a male or female actor using either expressive or nonexpressive communication. The expressive teacher received the highest evaluation score. The nonexpressive male teacher's students had the poorest test performance, the nonexpressive female teacher's students the highest. (Author/BS)

Underscores the importance of police officers understanding mental retardation when dealing with mentally retarded offenders. Describes a study comparing the effectiveness of two instructional methods for increasing officer knowledge about the mentally retarded. Discusses implications for police educators and ways of identifying mentally retarded…

A comparison of the effectiveness of a multimedia instructional module and traditional lecture format, using the pretest-posttest control group experiment design, found the two to be equally effective in teaching content in geriatric pharmacy. (MSE)

University students viewed a videotaped lecture which was experimentally manipulated to vary in content coverage and lecturer expressiveness and then completed an objective exam. Some students were given external incentive to do well. Results indicate that better performance was associated with added incentive, better content coverage, and more…

The article describes a study conducted to determine whether experiential learning-based discussion is more effective than lecture-based discussion in facilitating understanding of material presented in a typical undergraduate business course, specifically organizational communication networks. (CT)