Alternative to the Conventional: The Audio-Visual-Tutorial Method for Teaching Introductory College Economics.

Autor/in	Walstad, William B.
Titel	Alternative to the Conventional: The Audio-Visual-Tutorial Method for Teaching Introductory College Economics.
Quelle	(1976), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Audiovisual Aids; Audiovisual Instruction; Classroom Techniques; Community Colleges; Comparative Analysis; Conventional Instruction; Economics; Economics Education; Educational Media; Educational Methods; Educational Research; Higher Education; Individualized Instruction; Instructional Materials; Media Research; Multimedia Instruction; Pacing; Programed Instruction; Speeches; Student Attitudes; Teaching; Teaching Methods + Suchen Sie Ihr Suchwort? Performance; Leistung; Audiovisuelles Medium; Klassenführung; Community college; Community College; Volkswirtschaftslehre; Wirtschaftskunde; Bildungsmittel; Unterrichtsmedien; Educational method; Erziehungsmethode; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individualisierender Unterricht; Lehrmaterial; Lehrmittel; Medienforschung; Multimediales Lernen; Lerntempo; Schülerverhalten; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The background, design, and results of the impact of an audiovisual-tutorial (AVT) package, Introductory Economic Theory, in introductory economics courses at the community-college level are discussed. A comparison was made of economic understanding and attitudes of 330 students from six similar colleges. One instructor at each school taught both control (lecture-discussion approach) and experimental (AVT films, tapes, worktexts) classes, covering the same content but differing in teaching method. Two forms of the Test of Understanding in College Economics (TUCE) were administered on first and last days of class. T-tests on pre- and post-TUCE scores and postcourse estimated weekly study time showed little difference between the groups. An analysis, using multiple-linear regression, showed that both groups spent equal time studying and achieved equal levels of economic understanding. Another multiple linear regression model was used on pre- and postcourse questionnaire data to investigate AVT effects on student attitudes toward economics. Few differences appear between both groups. Although the AVT approach might not be a more motivating teaching method, it might offer instructors and students an alternative to the conventional methods. (AV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC