Comparison of Four Teaching Methodologies for Large Lecture Classes

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Abstract
60 college students taking introductory psychology were randomly divided into four groups. The first three groups attended a lecture and received either outlines of the lecture material, examples of the concepts in the lecture, or no supplementary materials. The fourth group did not attend the lecture but instead received a typed transcript of it. Students receiving outlines or lists of examples scored significantly higher on follow-up objective examinations than either students receiving transcripts or no supplementary materials; students receiving transcripts did not differ significantly in scoring from students who attended the lecture but did not receive supplementary materials. Groups also differed in time spent preparing for the exams.

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