Abstract
The study attempted to determine whether general college student ratings were biased in favor of one type of instructional method or another, and what the structure of these differences was. Ratings on twenty-nine items were compared across five different methods of instruction, utilizing both univariate analyses of variance and multiple group discriminant analysis. The results indicate that the ratings for method differed in three indepen dent ways, two of which were related to students' perceived effectiveness of the instruction.
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