论文信息 - Teaching format and student style: Their interactive effects on learning

Teaching format and student style: Their interactive effects on learning

This research compared the effectiveness of Peer-Centered (PC) and Instructor-Centered (IC) formats for Teaching-Assistant-led discussion sections in chemistry. In addition, an Aptitude-Treatment Interaction (ATI) was hypothesized, such that self-described “collaborative” students would report more learning from the PC format and “competitive” students would benefit more from the IC format. The PC format utilized small subgroups and student presentations, while in the IC format the Teaching Assistant lectured, solved problems, and answered questions. The two sections were approximately equal in overall learning, except that more learning from fellow students occurred in the PC sections. The expected ATI effect was found. In addition, students with interpersonally oriented learning styles benefited more from interactive learning opportunities (such as sections), while those with other learning styles gained more from impersonal media (such as textbooks).

John D. W. Andrews | J. Andrews

[1] Thomas C. Taveggia,et al. The teaching-learning paradox : a comparative analysis of college teaching methods , 1968 .

[2] Anthony F. Grasha,et al. A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument , 1974 .

[3] L. Cronbach. Beyond the Two Disciplines of Scientific Psychology. , 1975 .

[4] Philip J. Runkel,et al. The Changing college classroom , 1970 .

[5] Roy D. Goldman,et al. An Investigation of Test Bias for Mexican-American College Students. , 1975 .

[6] G. Domino,et al. Let the Punishment Fit the Crime: Teacher-Student Interactions. , 1975 .

[7] Anthony F. Grasha,et al. Observations on relating teaching goals to student response styles and classroom methods. , 1972 .

[8] Roy D. Goldman,et al. PREDICTING THE SUCCESS OF BLACK, CHICANO, ORIENTAL AND WHITE COLLEGE STUDENTS , 1976 .

[9] F. Dowaliby,et al. Teacher-centered versus student-centered mode of college classroom instruction as related to manifest anxiety. , 1973, Journal of educational psychology.

[10] G. Domino. Interactive Effects of Achievement Orientation and Teaching Style on Academic Achievement. , 1971 .

[11] G. Domino,et al. Differential prediction of academic achievement and conforming and independent settings. , 1968, Journal of educational psychology.