Effects of Teaching by Recitation on Learning [microform] / Meredith D. Gall and Others
- Bib ID:
- 5295052
- Format:
- Book and Microform
- Author:
- Gall, Meredith D
- Online Version:
- https://eric.ed.gov/?id=ED115598
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1975
- 15 p.
- Summary:
-
This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers; the same curriculum materials were presented to four treatments groups. In one treatment group, teachers asked questions divided into 25 percent higher cognitive questions (HCQ's) and 75 percnet fact questions. Group 2 asked 50 percent of each kind of question. Group 3 used 75 percent HCQ's and 25 percent fact questions. Group 4 used no recitation, but involved the students in art activities on ecological themes. Students were examined before and after the course with tests that included multiple-choice, essay, and oral questions. Results are not to be generalized too broadly because recitation groups were unusually small (6 students) and teachers were taught to present rigid recitation plans. Results showed however, that the students in the 25 percent HCQ sample did slightly better on fact questions and about as well on reasoning questions as students in other groups. This indicated that having students recite facts may prompt their learning more effectively than has been supposed recently. The 50 percent HCQ sample did relatively poorly on facts, but out-performed the other groups on cognitive questions. The art group did not excel in either kind of test. (CD)
- Notes:
-
- Availability: Dr. Meredith D. Gall, University of Oregon, College of Education, Eugene, Oregon 97403 (No price quoted).
- ERIC Note: Paper presented at the Annual Meeting of the American Psychological Association (Chicago, Illinois, September 1975).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1975
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Learning process and learning outcomes [microform] / Valerie J. Shute
- Teaching for learning : the view from cognitive psychology / edited by John B. Biggs
- Revealing students' conceptions : [kit] / [Jill Franz ... [et al.]]
- Investigations of a cognitive skill [microform] / James G. Greeno ... [et al.]
- Non-cognitive factors in learning / by Ching-Yung Hsu