Effect of two methods of instruction on level of achievement and attitude of high school home economics students

Stout, Betty

doi:10.31274/rtd-180813-2662

Cited by 3 publications

(6 citation statements)

References 8 publications

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“…The analysis for training alone shows there is no significant differ ence (see Table 2); therefore, the second hypothesis is accepted including both subsections for no difference was found between the two methods of instruction for knowledge items, applications items or total. This find ing is in agreement with studies by Boleratz (1965) and Stout (1977).…”

Section: Comparison Of Pretest and Posttestsupporting

confidence: 94%

“…Hoover and Cauble (1974) contrasted concept and expository teaching. Stout (1977) compared guided discovery and expository instruc tion. In each case, exposition was used as the control.…”

Section: Expository Methods Of Instructionmentioning

confidence: 99%

“…In a more recent study. Stout (1977) carried out a study to establish the level of cognitive functioning and attitude of students and classes taught by two different modes of instruction, expository and guided dis covery.…”

Section: Expository Methods Of Instructionmentioning

confidence: 99%

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Comparison of learning using expository and problem solving methods in teaching metrics

Ross

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INFORMATION TO USERSThis was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted.The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the fllm along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. When an image on the fîlm is obliterated with a round black mark it is anindication that the fîlm inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been Rimed, you will fînd a good image of the page in the adjacent frame.3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a defînite method in "sectioning" the material. It is customary to begin fîlming at the upper left hand comer of â lâfgê shêêî âiiu tO COiîtiiîUc ffOiii left tO right in ëquSl SêCiiOnS With small overlaps. If necessary, sectioning is continued again-beginning below the fîrst row and continuing on until complete.

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Section: Comparison Of Pretest and Posttestsupporting

confidence: 94%

“…Hoover and Cauble (1974) contrasted concept and expository teaching. Stout (1977) compared guided discovery and expository instruc tion. In each case, exposition was used as the control.…”

Section: Expository Methods Of Instructionmentioning

confidence: 99%

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Comparison of learning using expository and problem solving methods in teaching metrics

Ross

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“…The treatment was one of two teaching modes. The teaching modes were expository and guided discovery as described by Stout (1977) and discussed briefly in this chapter. The patterns of instruction followed were presented in two equally attractive energy management modules prepared by Stout.…”

Section: Methodsmentioning

confidence: 99%

“…The two teaching modes were designated as expository and guided discovery by Stout (1977), the curriculum writer. The modes differed primarily in the extent to which teacher talk was cast as statements or questions.…”

Section: Treatmentmentioning

confidence: 99%

Learning outcomes as affected by teaching mode and field-dependence-independence

Njus

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An experimental evaluation of an instructional packet on leadership and FFA for beginning vocational agriculture students in Iowa

Townsend

Carter²

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Signature was redacted for privacy.Signature was redacted for privacy.Signature was redacted for privacy. The Future Farmers of America (FFA), a national organization of, by, and for students enrolled in vocational agriculture, has been instrumental in the fulfilling of these objectives. Through this organization an important part of the total instructional program in agricultural education is carried out. FFA can serve as one of a number 2 of teaching outlets used by an instructor to motivate, guide, and discipline the overall education of vocational agriculture students. ilTo further explain the role of FFA in vocational agriculture, H. N.Hunsicker, past national FFA advisor, stated:Basic in vocational agriculture is the understanding that FFA beyond a shadow of a doubt is a school laboratory to be used by professional personnel for involving students in group activities -activities that provide essential prerequisites for successful employment and relationship to other co-workers and employers. It is the school laboratory that develops self esteem, self confidence, purpose, objectivity and motivates students to excel in their instruction, their work experience and their future career. The teacher will Involve each and every student in FFA because it is a teaching tool comparable to other agricultural teaching facilities at that school, such as greenhouses, shops, nurseries and forests (Hunsicker, 1977, p. 171).Acceptance of the role of FFA as a "teaching tool" in vocational agriculture has grown from early educational theories. John Dewey (1913) stated that vocational guidance enthusiasts should modify school programs by providing opportunities for students to have study experiences in the out-of-school environment.Dewey believed vocational education should not be limited to the development of specific skills and technical knowledge, but also should include opportunities for the development of the social aspects of the learner. Damann (1980) found evidence in his research which indicated that the FFA can provide opportunities for meeting the need described by Dewey. Damann concluded that the FFA is a useful vehicle for pre paring students for their role in society.Student organizations are an integral part of today's vocational education. Moody (1974) stated membership in an organization offers 3 a means of working toward personal goals, as well as security, recognition, and an opportunity to respond to worthwhile challenges.Altman (1977) concurred that FFA is important to students, and the benefits are useful throughout life.Byers (1977, p. 226) concluded "that since its inception, the FFA has been used by teachers of agriculture ... to motivate students to study and develop competencies in agriculture." Vocational agri culture instructors have seen the results of FFA as expressed in the following statement by Jensen:I like to think of leadership training (FFA) as providing opportunities for students to extend themselves into experiences which will bring out the best of their abilities. Too often stude...

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Effect of two methods of instruction on level of achievement and attitude of high school home economics students

Cited by 3 publications

References 8 publications

Comparison of learning using expository and problem solving methods in teaching metrics

Comparison of learning using expository and problem solving methods in teaching metrics

Learning outcomes as affected by teaching mode and field-dependence-independence

An experimental evaluation of an instructional packet on leadership and FFA for beginning vocational agriculture students in Iowa

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