A FOLLOWUP STUDY WAS CONDUCTED OF THE PERT (PROGRAM EVALUATION AND REVIEW TECHNIQUE) LECTURES, CONDUCTED IN 1965 TO INFORM THE EDUCATIONAL COMMUNITY OF PERT AND TO ENCOURAGE ITS USE. QUESTIONNAIRES WERE SENT TO 397 LECTURE PARTICIPANTS TO DETERMINE THE DEGREE OF UTILIZATION OF THE INFORMATION PRESENTED AND TO SEEK INFORMATION ON THE DISSEMINATION…

Discusses guidelines for using various teaching methods: (1) lecture, (2) discussion, (3) demonstration-performance, (4) dramatization, (5) role-play, and (6) problem situation or case studies. Reviews the strengths and weaknesses of each method. Also suggests determinants for the selection of methods. (CSS)

The effects of lecture versus laboratory method of teaching on the achievement of forty-six students enrolled in a unit on soil and water management (surveying) were studied. Results indicated no significant differences between groups as measured by cognitive and motor skill tests. (JH)

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

Chautauqua Institution, a 105-year-old educational venture that was one of the U.S.'s first successful attempts at mass adult education, offers summer theme-oriented lecture programs, college courses, religious lecture series, opera, symphonies, and plays. Its current efforts and outlook are discussed. (LBH)

In terms of group averages, growth in achievement by an experimental class was 8.56 (856 percent) greater than the growth generated by the control group in a teaching strategy experiment conducted at San Jose State University. Details of the ORPA (Organization, Research, Presentation, Accountability) Teaching Strategy versus the…

As hypothesized, less advanced students benefited most from a high instructional support treatment (personalized system of instruction) used in an introductory calculus course. Furthermore, as level of prior mathematics preparation increased, the achievement differences between the high and low instructional support (lecture) decreased. (Author/CP)

Guest lectures by 10 chairmen of medical school departments, five professors, and five associate professors were videotaped to analyze their means of communication. General misuse or underutilization of audiovisual methods implies that audience preferences are not being met and lecturers might benefit from training workshops. (Author/LBH)

This paper discusses a study of the differences in student learning achievement, as measured by four different types of common performance evaluation techniques, in a college-level computer programming course under three teaching/learning environments: lecture, computer-aided instruction, and lecture supplemented with computer-aided instruction.…

This paper contains the text of an address read at the Sixth Biennial Conference of the Australian Association of Mathematics Teachers. The author discusses an Australian Academy of Science project which focuses on mathematics applications materials for secondary school students not intending to proceed to post-secondary studies in mathematics.…

Differences in mood before and after class of college students taking different courses (swimming, body conditioning, hatha yoga, fencing exercise, and lecture) were analyzed using the Profile Mood States and the State Anxiety Inventory. Results suggest that courses which meet four requirements involving aerobics, noncompetitiveness,…

Describes a study conducted to ascertain the effect of using microcomputer-assisted instruction as compared to a lecture-discussion technique in teaching principles and methods of cost recovery and investment credit on agricultural assets to graduate students in agricultural education. The lecture method proved more effective, perhaps because the…

Presents findings from a comparison of traditional classroom lecture on lecture-replacement stand-alone PLATO-based delivery made to learn Fortran. Two semesters were examined separately, semester one (n=54) and semester two (n=36), using a two-tailed t-test at .01 level of significance. No difference was found. (JM)

Comparison of medical students' performance on the National Board of Medical Examiners test, Part I, indicates that the replacement of scheduled instructional time (i.e., lecture-based instruction) with a guided problem-solving program was not detrimental to test scores. (MSE)

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)