Lecture, Discussion, and Independent Study Instructional Methods Revisited

Publisher Website
Google Scholar
Abstract
This study compares the effect of three teaching methods on recall of facts, understanding of content, and application of principles. College students were taught using fictitous material as part of the course content. Scores on a criterion examination were compared through a 1-way analysis of covariance using grade point average as a predictor. The differences among the three methods were not significant on subtests for recall, under standing, and application. However, with better controls and a less questionable sampling procedure it is possible that differences could be found. There was support that face to face teaching does have advantages even though the form is not important.

This publication has 7 references indexed in Scilit: