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| Autor/in | Taber, Margaret R. |
|---|---|
| Titel | A Comparison of Using Individualized Instruction and Conventional Lecture Techniques in the Lecture Section of Electric Circuits 540-126. |
| Quelle | (1974), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Conventional Instruction; Engineering Education; Engineering Technology; Individualized Instruction; Programed Instruction; Teaching Methods; Technical Education; Two Year Colleges |
| Abstract | Electric Circuits 540-126 is the second course of a three-course sequence which is taken during the first year of the two-year program in Electrical-Electronic Engineering Technology at Cuyahoga Community College (Ohio). The conventional lecture method of instruction includes textbook and other reading assignments, lectures based on the readings and homework problems, one to three tests, and a final exam. The individualized instruction method utilizes a modified Personalized System of Instruction (PSI) format including ten modules, audio tapes, a study guide, one 50-minute lecture per module, a test given by tutors every week, two bonus tests given by the instructor, and a final exam. This study was conducted to determine if this individualized instruction method decreases student attrition rates and provides the student with comparable preparation for Electric Circuits 540-127 as the 540-126 course taught by the conventional method. A higher percentage of students enrolled in the individualized instruction sections passed the course, compared to students enrolled in the conventionally taught sections; they also received a significantly higher percentage of B's and a significantly lower percentage of C's. They performed as well in 540-127, and 88.1 percent of those enrolled in the individualized instruction sections of 540-126 said they would choose the same method for 540-127. (DC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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