Abstract
This study was undertaken to evaluate two methods of instruction, the traditional lecture and the slide-tape method, both used with learning material developed for a course in endodontic diagnosis and treatment planning. Student performance, the amount of time required to complete the work, and the attitude of the students toward the differing methods of instruction were studied. The student sample, consisting of 108 members of the freshman class at the University of Southern California, was divided into two groups; the lecture group received a traditional two-hour lecture, and the slide-tape group had access to two slide-tapes on the same material. Both groups received a pretest and a posttest, and the students evaluated the teaching material. Statistical analysis showed no significant differences in quality of performance, but the lecture group spent more time learning the material, and students in the slide-tape group of instruction had a more favorable opinion of both the instructor (the voice) and the course material.
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