Studies comparing different methods of college classroom instruction have typically resulted in the conclusion that learning, as measured by exam performance, is not differentially effected by different classroom instructional techniques. Although different studies have compared different methods with each other (e.g., lecture vs. group centered, didactic vs. discussion) the consistent treatment-group distinction has been in terms of teacher-centeredness vs. studentcenteredness
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:theses-2602 |
| Date | 01 January 1971 |
| Creators | Dowaliby, Fred J. |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Masters Theses 1911 - February 2014 |
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