The Relationship between Teaching Methods and Course Objectives in Educational Psychology

Hurst, John G.

doi:10.1080/00220671.1963.10883046

The Journal of Educational Research

1963

DOI: 10.1080/00220671.1963.10883046

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The Relationship between Teaching Methods and Course Objectives in Educational Psychology

John G. Hurst

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1966

1974

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Cited by 5 publications

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“…This seems to be true whether the methods involved are lecturing versus group discussion (e.g. Guetzhow, et al, 1954;Hurst, 1963); textbooks versus programmed instruction (e.g. McGraw, et al, 166;Ripple, 1963;Young, 1967); lectures versus independent study (e.g.…”

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Teaching methods and student personality ? The search for an elusive interaction

Stanton¹

1974

Instr Sci

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Decades of research at the tertiary level have produced the finding that the use of different teaching methods makes no difference to student learning when end-ofcourse examination performance is accepted as the criterion of such learning. This conclusion has been based on a comparison between the average mark gained by groups of subjects taught in different ways. The present article takes the position that the use of such mean scores serves to conceal individual variability, and hypothesizes that it is possible to identify personality characteristics likely to predispose a student to perform better under one teaching approach rather than another. A programmatic series of studies using two approaches to personality measurement, purpose-concealed and face-valid, and two instructional approaches, lecturing and independent study, is described culminating in the conclusion that the student likely to perform better under the latter teaching method sees himself as being more tense and anxious than the student likely to perform better under the former method.

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Teaching methods and student personality ? The search for an elusive interaction

Stanton¹

1974

Instr Sci

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“…Longstaff, 1932) classes; lectures vs. group discussion (e.g. Guetzkow etal., 1954;Hurst, 1963); lectures vs. independent study or self-study (e.g. Koenig and McKeachie, 1959;Ulrich and Pray, 1965); face-to-face vs. televised instruction (e.g.…”

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Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Goldberg

1972

Instr Sci

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The goal of this research project was to discover those personality characteristics of college students which predispose them towards learning more effectively from one, rather than some other, particular instructional format. Over 800 students in each of two college courses were taught by one of four different methods, and three broad classes of criterion information were assessed: (a) knowledge of course content, (b) amount of extra-curricular reading, and (c) degree of student satisfaction. Each student completed an extensive battery of personality measures, which yielded over 350 test scores. The ratio of significant interaction effects to the number expected by chance was only 4 to 3. Consequently, new interaction scales were developed empirically in each course, and these were then cross-validated in the other course. In general, these new scales did not produce statistically significant interaction effects upon cross-validation, and scales constructed from items which produced significant interactions in both courses showed low internal consistency and low convergent validity. Factors which could have attenuated the strength of trait-by-treatment interaction effects are discussed.Over the years, in a continued effort to improve the practice of higher education, a number of investigators have attempted to assess the differential effects of various teaching procedures upon student achievement in college courses. The instructional methods which have been compared in studies of this gort can be divided into at least two major types: (a) variations in * The report is a summary of the findings presented in Goldberg (1969), a monograph which is available to readers wishing additional details of the investigation. Help with the design and implementation of the project was generously provided by William A. Bricker, Leslie A. Davison, and Vello Sermat. The author also wishes to acknowledge, with great thanks, the research contributions of

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“…The second portion of the present study is concerned with the differential effectiveness of two diverse teaching methodologies, a teachefcsiructured-presejitation method and an jiadj^jident-proBlem-solving methocC A number of studies (Barnard, 1942;Goldstein, 1956;Hovey, Gruber, & Terrell, 1963;Hurst, 1963;Lyle, 1958;Novak, 1958) have compared teaching methods which have some similarities to the methods used in the present study. Although the results of these studies suggest that the independent-problem-solving method is generally inferior to the more conventional teaching methods when factual content acquisition is used as a dependent measure, there does not appear to be sufficient evidence to support this finding conclusively.…”

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Effects of cognitive style and teaching method on categories of achievement.

Coop¹,

Brown²

1970

Journal of Educational Psychology

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A 2 X 2 factorial design was used to determine the effect of cognitive style and teaching method on three different aspects of subject matter achievement-factual content, conceptual-generalization content, and total content. Data from 80 college subjects indicated that a teacherstructured-presentation method of instruction was significantly superior to an independent-problem-solving method of instruction on all three dependent measures. There was no significant difference between students with an analytic cognitive style and students with a nonanalytic cognitive style on any of the dependent measures nor was there a significant interaction between cognitive style and teaching method.

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The Relationship between Teaching Methods and Course Objectives in Educational Psychology

Cited by 5 publications

References 4 publications

Teaching methods and student personality ? The search for an elusive interaction

Teaching methods and student personality ? The search for an elusive interaction

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Effects of cognitive style and teaching method on categories of achievement.

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