Abstract
Summary.Effects of open education on reading comprehension assignments involving both high inference and low inference items were assessed. Seven hundred and thirty‐three primary school children stratified by instructional methods, grade levels, and cognitive ability participated in the study. Open education pupils of both higher and lower IQ levels manifested higher performance than students of traditional classes on all four reading comprehension subtests employed. Differences between instructional methods were more pronounced, the higher the level of inference required. However, no cumulative effects of more prolonged exposure to open education were found. The results are discussed in terms of implementation of open education methods.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
