Effect of extended use of systematic instruction model on student achievement and content coverage in a "C" programming class /
The literature studying traditional lecturing is replete with criticisms including: passivity of students, wavering student attention, and lack of suitability to higher levels of learning, among others. In spite of this criticism, the lecture continues to be the most frequently used methodology (B...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
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2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=764777931&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The literature studying traditional lecturing is replete with criticisms including: passivity of students, wavering student attention, and lack of suitability to higher levels of learning, among others. In spite of this criticism, the lecture continues to be the most frequently used methodology (Brew, 1999; Murray & Murray, 1992). Frederick provides (1986) justification by stating that a traditional lecture can: explain, clarify and organize concepts; model a creature mind at work; and efficiently impart new information to many students. Others feel it is business as usual. "Lecturing is virtually synonymous with teaching" (Bonwell & Eison, p. 7). Whether justified by its positives or continued because, "It was the dominant method by which we were taught" (p.7), Cameron's (1992) reaction is appropriate. "There is a research challenge to capitalize on the lectures strengths and modify or remove some of its weaknesses" (p. 20). Johnson (1987) reviewed the "vast array of different instructional methodologies" (p. 91) and developed the Systematic Instruction Model (SIM) which incorporates many of the recommended teaching strategies he reviewed. Eight studies each used SIM to teach a single lecture and measured impact on student achievement. Student achievement was consistently higher, though SIM lectures took more time. The purpose of this study was to examine long-term (6 week) use of SIM and measure its impact on, a) student achievement and b) volume of content coverage. Two lecture sections, taught by the same instructor were randomly assigned as the SIM and NON-SIM lectures. The results indicated a significant difference in posttest scores favoring the SIM class (78.6 vs 71.4, t = 4.931, p < .000). The difference in averages resulted in a calculated effect size of ([] = .67), which indicated a practical significant difference. Volume of content coverage was measured by counting the number of overheads used (same overheads in both classes) to display content during the 6 weeks. The difference (164 vs 168) was less than 3%. The study has shown student achievement is improved through sustained use of SIM without any necessity of losing content coverage. This model is a promising instructional methodology for use in college teaching. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xi, 137 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 82-86). |