A mid much concern about need for change in jHL higher education (e.g., Goulet, 1968) a major source of friction between students and the establish ment seems to derive from fact that our society is committed to a goal of mass education while many stu dents want individual contact with faculty members. It seems apparent that these joint goals cannot be achieved by relying on educational practices such as lec ture, which exist today for largely irrelevant reasons. As a form of information dissemination, lectures may be appropriate for presenting material which is not avail able in written form, or for material to be presented only once, and hence not worth publishing. Neither of these conditions holds for most of undergraduate education. Yet remains. It has not been shown to be inferior. Many studies of variations in teaching tech niques support a general conclusion that there is no measurable difference among methods of teaching when evaluated by one criterion of student performance on final examinations. (Dubin and Taveggia, 1968, p. 35). A possible exception to this conclusion may exist in ?instruction procedures described by Keller (1968), but even here, examination data were focal criteria. Without downgrading content in any way, one can make a case for use of additional criteria in evalu ating teaching procedures (e.g. Rogers, 1969). The present study was designed to investigate several meth ods of instruction using as criteria examination per formance, voluntary attendance, and students' evaluative ratings and by considering relationships among these criterion variables. Subjects were all regularly scheduled students en rolled in undergraduate Abnormal Psychology course taught by author during four consecutive quarters excluding summer quarter. The sample sizes for each quarter are given below, and are based on number of students taking midterm examination. Each quarter a limit of 75 students was set by in structor, but up to 15 of students closed out of course who were seniors were permitted to enroll. In no quarter did as many as 15 such students petition to en roll. In each quarter a few students dropped course after having been enrolled. The study contained four treatment conditions, each consisting of procedures used during a particular one quarter undergraduate course in Abnormal Psychology. According to formal description of course, there were to be 2 one-hour periods per week plus a one-hour recitation period. Recitations were conducted in several groups of 15-20 students, each meeting once a week with a post-internship level graduate student in clinical psychology. The recitation sections were con ducted according to desires of their individual in structors, consistent with goals of part of course, but not dictated by those goals. Grades for recitation were sole responsibility of recitation instructor and constituted one-fourth of course grade. The procedures described in present paper refer only to part of course. In first two quarters (A and B), course was taught accord ing to a standard format. The instructor lectured from notes and answered questions when asked. Though questions arose in essentially every period, focus of class meetings was clearly on lecture, and student participation in course was largely pas sive, or elicited (e.g., Rogers, 1969, p. 35). In these two quarters conditions which were to be used in subsequent two quarters (C and D) were not generated until after midterm examination of quarter A. During second lecture quarter (B), then, E had formulated conditions to follow, and even though every effort was made to present a nor mal course, bias was obviously possible. Bias was less likely in quarter A, particularly prior to midterm exam. After midterm, E was beginning to formulate possible alternatives to format of course, although procedures that did evolve had not yet been developed. The two experimental quarters (C and D) in volved use of typed notes. The notes from which all lectures had been taken were put into sentence and para graph form, were typed, and were reproduced for dis tribution to students. A resulting handout consisted of 76 double spaced typed pages. In first handout quarter (C), notes were distributed on a by basis. The students arrived at regular sched uled class hour, just as in format. However, immediately upon arrival, notes for that period were distributed. The instructor remained in class for remainder of hour, and would answer any questions any student had about assigned read ing materials or any materials that had been dis tributed. He would discuss with students anything they wished to discuss, but did not himself initiate topics for discussion. This procedure was designed to parallel usual format as closely as possible, with ex 253
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